Influence of the motivational climate in physical education on the intention to practice physical activity or sport

By A. Escartí, M. Gutiérrez. 2001

109 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/8eb953eb079dc514d62cacd6285964b9b4f445a1

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Martin S. Hagger
2. Nikos L. D. Chatzisarantis
3. J. Sproule
4. Maret Müür
5. V. Hein
6. A. Koka

In Safety Research

1. Nikos L. D. Chatzisarantis
2. Martin S. Hagger
3. Maret Müür
4. K. Morgan
5. V. Hein
6. A. Koka

In Social Psychology

1. Martin S. Hagger
2. Nikos L. D. Chatzisarantis
3. V. Hein
4. J. Sproule
5. Maret Müür
6. K. Morgan
7. A. Koka
8. Vassilis Barkoukis

Citations in the corpus

• Effects of different teaching styles on the teacher behaviours that influence motivational climate and pupils' motivation in physical education (2005, background): “Research in PE (e.g. Carpenter and Morgan, 1999; Christodoulidis et al., 2001; Escartí and Gutiérrez, 2001; Papaioannou, 1995; Solmon, 1996; Treasure, 1997) has revealed that perception of a mastery climate is correlated with adaptive motivational responses, such as a desire for self-improvement,…”
• Intention to be Physically Active after School Graduation and Its Relationship to Three Types of Intrinsic Motivation (2004, methodology): “Escarti and Gutierrez (2001) studied the effect of intrinsic motivation on physical activity intention using the subscales from the Copyright © 2004 North West Counties Physical Education Association and SAGE Publications (London, Thousand Oaks and New Delhi) www.sagepublications.com Intrinsic…”
• Self-determination Theory and the psychology of exercise (2008, background): “…climate promotes exercise adherence and is attributable to the context enhancing intrinsic motivation and competence (Goudas & Biddle, 1994; Cury et al., 1996, 2002b, 2003; Kavussanu & Roberts, 1996; Escarti & Gutierrez, 2001; Treasure & Roberts, 2001; Papaioannou, 2004; Hein & Hagger, 2007).”
• 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 ”