Nord-Trøndelag University College, Røstad, Norway.
Percept Mot Skills. 2010 Oct;111(2):407-32. doi: 10.2466/06.10.11.13.14.PMS.111.5.407-432.
The present study tested a trans-contextual model based on self-determination theory of the relations between motivation in physical education, motivation in leisure-time physical activity, physical activity, and psychological well-being. Participants were 329 Norwegian upper secondary school students (M age = 16.5 yr., SD = 0.7). Students' perceptions of autonomy-supportive teachers in physical education were expected to be positively associated with students' psychological needs satisfaction in physical education, which was expected to be positively related to autonomous motivation for physical education participation. In turn, autonomous motivation for physical education was expected to be positively associated with perceived competence and autonomous motivation for leisure-time physical activity, which both were expected to be positively associated with leisure-time physical activity and psychological well-being in general. Structural equation models and bootstrapping supported the hypotheses and the indirect links between variables. Sex differences indicate that more research is needed on how to motivate girls to be more physically active in leisure time.
本研究基于自我决定理论，检验了一个跨情境模型，以探讨体育教育中的动机、闲暇时间体育活动中的动机、体育活动与心理健康之间的关系。参与者是 329 名挪威高中学生（M 年龄=16.5 岁，SD=0.7）。预计学生对体育教育中自主性支持型教师的感知与学生在体育教育中心理需求的满足呈正相关，而这种满足又与体育教育参与的自主性动机呈正相关。反过来，体育教育的自主性动机又与感知能力和闲暇时间体育活动的自主性动机呈正相关，而这两者又都与闲暇时间体育活动和整体心理健康呈正相关。结构方程模型和自举法支持了这些假设以及变量之间的间接联系。性别差异表明，需要进一步研究如何激励女孩在闲暇时间更积极地参与体育活动。
