"Don't do it for me. Do it for yourself!" - stressing the personal relevance enhances motivation in physical education.

By Joke Simons, S. Dewitte, W. Lens. 2003

98 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/01802091437c25ab3b126462f65d48e1b975a249

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Student and School Factors Affecting Mathematics Achievement (2009, background): “In addition, instrumental motivation is a factor that positively affects academic achievement (Greene et al., 2004; Husman and Lens, 1999; Simons et al., 2003).”
The Relationships Among Students' Future-Oriented Goals and Subgoals, Perceived Task Instrumentality, and Task-Oriented Self-Regulation Strategies in an Academic Environment (2008, methodology): “For example, Ullman (1996) reported that the NNFI may underestimate fit in samples with small numbers, although it is not clear how small.”
Student Motivation: Current Theories, Constructs, and Interventions Within an Expectancy-Value Framework (2016, background): “Moreover, students who focus on intrinsic, future goals are more excited and persistent and demonstrate superior performance (Simons et al., 2003 ).”
Less Is Sometimes More: Goal Content Matters (2004, background): “However, in a recent experimental study, Simons, Dewitte, and Lens (2003) found that enhancing the utility value of an activity by indicating its instrumentality for attaining the future goal of self-development enhances participants’ mastery orientation, effort expenditure, and performance.”
The impact of nonlinear pedagogy on physical education teacher education students’ intrinsic motivation (2016, background): “…teacher used scripted non-controlling language such as ‘I would like you to try to land on the ball of your foot’ rather than ‘you must land on the ball of your foot’, which avoided placing individual students under excessive pressure, that is, autonomy supportive (Simons, Dewitte, and Lens 2003).”
Research on self-determination in physical education: key findings and proposals for future research (2014, background): “…of structure on competence satisfaction (Mouratidis et al. 2008), (autonomous) motivation (Moreno-Murcia et al. 2010; Mouratidis et al. 2008; Simons, Dewitte, and Lens 2003), and several behavioral and intentional outcomes (Moreno-Murcia et al. 2010; Mouratidis et al. 2008; Simons, Dewitte,…”
Understanding the association between future time perspective and self-regulated learning through the lens of self-determination theory (2011, result): “Previous experimental work on the motivating role of FTP (Simons et al., 2003; Vansteenkiste et al., 2004; see Simons et al., 2004 for an overview) has shown that the content of an experimentally induced future goal can better be intrinsic (e.g., community contribution, growth, affiliation) rather…”