Dishman Rod K, McIver Kerry L, Dowda Marsha, Saunders Ruth P, Pate Russell R
1Department of Kinesiology, University of Georgia, Athens, GA; 2Department of Exercise Science, University of South Carolina, Columbia, SC; and 3Department of Health Promotion, Education, and Behavior, University of South Carolina, Columbia, SC.
Med Sci Sports Exerc. 2015 Sep;47(9):1913-21. doi: 10.1249/MSS.0000000000000616.
This study aimed to examine whether intrinsic motivation and behavioral self-regulation are related to physical activity during middle school.
Structural equation modeling was applied in cross-sectional and longitudinal tests of self-determination theory.
Consistent with theory, hypothesized relations among variables were supported. Integrated regulation and intrinsic motivation were most strongly correlated with moderate-to-vigorous physical activity measured by an accelerometer. Results were independent of a measure of biological maturity. Construct validity and equivalence of measures were confirmed longitudinally between the sixth and seventh grades and between boys and girls, non-Hispanic Black and White children and overweight and normal-weight students.
Measures of autonomous motivation (identified, integrated, and intrinsic) were more strongly related to physical activity in the seventh grade than measures of controlled motivation (external and introjected), implying that physical activity became more intrinsically motivating for some girls and boys as they moved through middle school. Nonetheless, change in introjected regulation was related to change in physical activity in the seventh grade, suggesting that internalized social pressures, which can be detrimental to sustained activity and well-being, also became motivating. These results encourage longer prospective studies during childhood and adolescence to clarify how controlled and autonomous motivations for physical activity develop and whether they respond to interventions designed to increase physical activity.
本研究旨在探讨内在动机和行为自我调节是否与中学阶段的体育活动相关。
在自我决定理论的横断面和纵向测试中应用结构方程模型。
与理论一致，变量之间的假设关系得到支持。整合调节和内在动机与通过加速度计测量的中度至剧烈体育活动的相关性最强。结果与生物成熟度的测量无关。在六年级和七年级之间以及男孩和女孩、非西班牙裔黑人和白人儿童以及超重和正常体重学生之间纵向证实了测量的结构效度和等效性。
自主动机（认同、整合和内在）的测量指标在七年级与体育活动的相关性比受控动机（外部和投射）的测量指标更强，这意味着随着一些男孩和女孩升入中学，体育活动对他们来说变得更具内在激励性。尽管如此，投射调节的变化与七年级体育活动的变化相关，这表明内化的社会压力虽然可能对持续活动和幸福感有害，但也具有激励作用。这些结果鼓励在儿童期和青少年期进行更长时间的前瞻性研究，以阐明体育活动的受控动机和自主动机是如何发展的，以及它们是否对旨在增加体育活动的干预措施做出反应。
