Motivation and dropout in female handballers: a 21‐month prospective study

By P. Sarrazin, Robert J. Vallerand, Emma Guillet, L. Pelletier, F. Cury. 2002

669 citations recorded by the source corpus.

Subfields: Applied Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/67398898b251175c175ba40968c96131301698e1

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Citations in the corpus

Antecedents and Outcomes of Self-Determination in 3 Life Domains: The Role of Parents' and Teachers' Autonomy Support (2005, methodology): “This allowed us to create a Relative Autonomy Index (RAI) by assigning a weight to the items of the self-regulation styles as a function of their positions on the self-determination continuum (see for instance Grolnick and Ryan, 1987; Sarrazin et al., 2002; Senécal et al., 2001 for this method).”
Motivational clusters and performance in a real-life setting (2009, methodology): “…to lead to a number of positive cognitive (e.g., concentration; e.g., Brière et al. 1995), affective (e.g., positive affect, flow; e.g., Kowal and Fortier 1999; Pelletier et al. 1995), and behavioral (e.g., persistence; e.g., Pelletier et al. 2001; Sarrazin et al. 2002) outcomes in sport settings.”
Psychological Needs and the Quality of Student Engagement in Physical Education: Teachers as Key Facilitators. (2017, background): “These concepts reflect well documented motivational processes that are conducive to children and adolescents’ long-term engagement (i.e., personal satisfaction, enjoyment, and competence; Calvo et al., 2010; Pelletier, Fortier, Vallerand, & Briere, 2001; Ryska et al., 2002; Sarrazin et al., 2002; Ul”
Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support (2006, background): “Correlates of amotivation have included attrition among competitive swimmers (Pelletier, Fortier, Vallerand, & Briere, 2001) and handball players ( Sarrazin, Vallerand, Guillet, Pelletier, & Cury, 2002 ) as well as boredom, nonattendance, and low involvement in physical education (Ntoumanis, Pensgaa”
The Effect of Competitive Outcome and Task-Involving, Ego-Involving, and Cooperative Structures on the Psychological Well-Being of Individuals Engaged in a Co-Ordination Task: A Self-Determination Approach (2005, background): “Thus, it is not surprising that a recent investigation found perceptions of a task-involving climate to be positively associated with perceived relatedness in a sport setting ( Sarrazin et al., 2002 ).”
An Integrative Goal-Focused Approach to Executive Coaching. (2006, background): “One benefit of setting learning goals is that they tend to be associated with higher levels of intrinsic motivation, which in turn is associated with performance ( Sarrazin, Vallerand, Guillet, Pelletier, & Cury, 2002 ).”
A Motivational Model of Daily Hassles, Physical Symptoms, and Future Work Intentions Among Police Officers1 (2005, background): “self-determined motivation and various persistence variables, such as a greater persistence to carry out environmentally friendly behaviors (SCguin, Pelletier, & Hunsley, 1998), fewer school dropouts (Vallerand, Fortier, & Guay, 1997), fewer sports dropouts (Pelletier, Fortier, Vallerand, & Brikre, ”
Understanding Female Sport Attrition in a Stereotypical Male Sport Within the Framework of Eccles's Expectancy–Value Model (2006, result): “Finally, our results suggest that intention to discontinue an activity represents the key proximal predictor of dropout behavior, which is consistent with previous research (e.g., Ajzen & Driver, 1992; Sarrazin et al., 2002).”
An Integrated Model of Goal‐Focused Coaching (2012, background): “One benefit of setting learning goals is that they tend to be associated with higher levels of intrinsic motivation which in turn is associated with performance (Sarrazin et al., 2002).”
The effects of an experimental programme to support students’ autonomy on the overt behaviours of physical education teachers (2008, positive): “In previous studies this index has demonstrated good reliability and predictive validity (e.g., Ntoumanis, 2001; Sarrazin, Vallerand, Guillet, Pelletier, & Cury, 2002; Vallerand & Bissonnette, 1992; Vallerand & Grouzet, 2001; Vallerand & Losier, 1999).”
Students' Motivational Profiles and Achievement Outcomes in Physical Education: A Self-Determination Perspective (2008, background): “Self-determined motivation has been linked to higher levels of self-reported effort in sport (Pelletier et al., 1995) and exercise (Fortier & Grenier, 1999) and to lower levels of sport dropout (Pelletier, Fortier, Vallerand, & Brie `re, 2001; Sarrazin, Vallerand, Guillet, Pelletier, & Cury, 2002 )”