A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions.

By M. Standage, J. Duda, Nikos Ntoumanis. 2003

1,004 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/147104e5f4573de8348c39808deeff856e701f53

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

The impact of nonlinear pedagogy on physical education teacher education students’ intrinsic motivation (2016, methodology): “These subscales have been used in previous physical education-based studies in which adequate validity and acceptable internal reliability was demonstrated (Ntoumanis 2001; Standage, Duda, and Ntoumanis 2003, 2005, 2006; Wallhead and Ntoumanis 2004 Mandigo et al. 2008; Koka and Hagger 2010).”
The Coach-Created Motivational Climate, Young Athletes' Well-Being, and Intentions to Continue Participation (2012, background): “…features are associated with a wide range of positive outcomes, for example, with more self-determined behavior regulations for engagement (e.g., Standage et al., 2003), higher subjective vitality (e.g., Balaguer, Castillo, Duda, & García-Merita, 2011; Reinboth & Duda, 2006), higher self-esteem…”
Cohorts and Relatedness: Self-Determination Theory as an Explanation of How Learning Communities Affect Educational Outcomes (2011, background): “Numerous studies have confirmed that intrinsic or more internalized forms of motivation are associated with increased interest, engagement, effort, learning, and satisfaction with education (Boyd 2002; Connell and Wellborn 1991; Grolnick and Ryan 1987; Hayamizu 1997; Kowal and Fortier 1999; Miserand”
A self-determined perspective of the Sport Education Model (2010, background): “In physical education, research has indicated a connection with higher levels of self-determined motivation which can result in increased intentions to participate in activity (Ntoumanis 2005), enhanced concentration (Standage, Duda, and Ntoumanis 2003) and learning (Chen 2001).”
Transferring motivation from educational to extramural contexts: a review of the trans-contextual model (2011, positive): “motivation) and TPB (attitude, PBC, and intention) constructs, a path analysis revealed that perceived autonomy support in the PE context predicted autonomous motivation in the same context consistent with previous research (Standage et al. 2003).”
Predicting attitudes and physical activity in an "at-risk" minority youth sample: A test of self-determination, theory (2007, methodology): “This measure has demonstrated acceptable internal consistency in previous research (Cronbach’s a 1⁄4 .91; Standage et al., 2003).”
Psychological Needs and the Quality of Student Engagement in Physical Education: Teachers as Key Facilitators. (2017, background): “Within PE, as in other domains, the broad ideas contained within this framework have been supported by an extensive body of research that has examined how motivational climates (Standage et al., 2003), feedback (Mouratidis et al.”
Validation of the revised sport motivation scale (SMS-II) (2013, positive): “…of sport motivation using the SMS. Results have shown that the SMS can predict persistence in sport training (Pelletier et al., 2001), practice frequency (Alexandris, Tsorbatzoudis, & Grouios, 2002), and the likelihood of participating in physical activity (Standage, Duda, & Ntoumanis, 2003).”
Self-determination Theory and the psychology of exercise (2008, methodology): “, 2003a ; Wilson & Rodgers, 2004 ; Hagger & Armitage, 2004 ; Hagger et al.”
Modeling Customer Loyalty from an Integrative Perspective of Self-Determination Theory and Expectation–Confirmation Theory (2009, result): “This is consistent with previous works (Ntoumanis 2001; Standage et al. 2003, 2005), and this study did not find either external regulation or introjected regulation to significantly predict any outcome variable.”
Measuring student motivation for physical education: examining the psychometric properties of the Perceived Locus of Causality Questionnaire and the Situational Motivation Scale (2011, methodology): “These measures have been used extensively to study PE motivation in Western countries, especially in the United Kingdom (UK) (e.g., Ntoumanis, 2001; 2005; Standage et al., 2003; Taylor & Ntoumanis, 2007).”