Intention to be Physically Active after School Graduation and Its Relationship to Three Types of Intrinsic Motivation

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Perceived teachers’ behavior and students’ engagement in physical education: the mediating role of basic psychological needs and self-determined motivation (2020, background): “…for the relation between need supportive teaching and physical activity intentions, given that need supportive teaching has been found to relate to autonomous motivation (Hagger et al. 2005) which has been found to predict physical activity intentions (Hein, Müür, and Koka 2004; Nurmi et al. 2016).”
Intrinsic and Extrinsic Motivation in Sport and Physical Activity: A Review and a Look at the Future (2012, background): “For instance, a review of the literature by Henderlong and Lepper (2002) underscored that praise must be used with caution as it can increase, decrease, or have no effects on children’s intrinsic motivation.”
Perceived autonomy support, behavioural regulations in physical education and physical activity intention (2009, unknown): “Increased perceptions of autonomy support can lead to more selfdetermined forms of behavioural regulations which in turn lead to predictions of autonomous intentions, and this allows us to be able to better explain students’ behavioural variance in physical activities outside school (e.g., Escarti &”