Perceived autonomy support in physical education and leisure-time physical activity : A cross-cultural evaluation of the trans-contextual model

By Martin S. Hagger, Vassilis Barkoukis. 2005

406 citations recorded by the source corpus.

Subfields: Applied Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/45c1a6c6116b2a462d7f0dca889b4229f2f8ffe9

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In Applied Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Self-determination Theory and the psychology of exercise (2008, methodology): “The measure has been successfully used to tap motivational orientations on numerous occasions (e.g. Mullan & Markland, 1997; Markland, 1999; Ingledew et al., 2004; Hagger et al., 2005, 2006b, in submission; Markland & Ingledew, 2007).”
Assumptions in research in sport and exercise psychology (2009, methodology): “In addition, we also tested its nomological validity by testing its role in an elaborated network or motivational sequence in which the effect of perceived autonomy support on physical activity intentions was mediated by self-determined motivation and the proximal antecedents of intention ( Hagger, ”
The Process by Which Relative Autonomous Motivation Affects Intentional Behavior: Comparing Effects Across Dieting and Exercise Behaviors (2006, background): “Some studies have found a significant direct effect of autonomous motives on intentions (Chatzisarantis et al., 2002; Hagger et al., 2005, 2006 ) while others have found no direct path (Hagger et al., 2002a, 2003).”
The relative roles of physical education teachers and parents in adolescents' leisure-time physical activity motivation and behavior (2012, background): “The findings reinforce previous studies that draw attention to the role of physical education teacher autonomy support in the classroom (Hagger et al., 2003, 2005, 2009) and is the first study to reveal the importance of physical education teacher involvement and modeling in adolescent leisure-time…”
Addressing the cross-country applicability of the theory of planned behaviour (TPB): A structured review of multi-country TPB studies (2016, neutral): “Hagger et al. (2005) Path analysis Yes Translation backtranslation Partial metric (No chi-sq diff) UK (R2int = .45 R 2 beh = .20), Greece (R 2 int = .46 R2beh = .22), Poland (R 2 int = .63 R 2 beh = .57), Singapore (R2int = .43 R 2 beh = .44).”
Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment (2015, background): “…of the generalizability of effects has been put forward in previous research when testing the trans-contextual model across samples from multiple national groups, suggesting that the motivational and social cognitive variables and their proposed relations are universal (Hagger et al., 2005, 2009).”
Perceived autonomy support, behavioural regulations in physical education and physical activity intention (2009, positive): “Similar findings were reported in the review of literature, by Ntoumanis (2001), and Hagger et al. ( Hagger, Chatzisarantis, Barkoukis, Wang, & Baranowski, 2005 ).”
A cross-cultural analysis of autonomy in education (2009, background): “Similar research was also done in many non-Western nations, which strongly vary regarding collectivism, authoritarianism, patriarchy and other cultural dimensions, including: Brazil (Chirkov et al., 2005), Israel (Assor et al., 2005; Roth et al., 2007), South Korea (Jang et al., in press), Greece, P”
Perceived teachers’ behavior and students’ engagement in physical education: the mediating role of basic psychological needs and self-determined motivation (2020, background): “Such indirect effects may also hold 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,”
Motivational Climate and Students’ Emotional Experiences and Effort in Physical Education (2010, background): “…studies that found that a task-involving (Cury et al., 1996; Kavussanu & Roberts, 1996; Liukkonen, 1998; Seifriz et al., 1992) and autonomy-supportive (Hagger et al., 2005; Hagger et al., 2003) motivational climate enhances enjoyment and intrinsic interest in physical activity participation.”
Integrating the theory of planned behaviour and self-determination theory in health behaviour: a meta-analysis. (2009, result): “This may account for the inconsistent findings for this relationship in the literature (Hagger et al., 2005; Hagger et al., 2003).”