Trans-contextual model of motivation predicting change in physical activity among Estonian school students
Date
2022-03-07
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Abstract
Vaatamata lugematule hulgale tõenditele kehalise aktiivsuse positiivse mõju osas ei täida enamus noori soovitust olla mõõduka kuni tugeva intensiivsusega kehaliselt aktiivne vähemalt 60 minutit iga päev ühe nädala lõikes. Varasemad uuringud on leidnud, et noorte kehalise aktiivsuse prognoosimisel on olulisel kohal autonoomsuse toetuse pakkumine nende kehalise kasvatuse õpetajate, vanemate ja kaasõpilaste poolt, mis omakorda on seotud noorte autonoomse motivatsiooni ja kavatsusega olla kehaliselt aktiivne, mis on seotud ka nende eneseraporteeritud kehalise aktiivsusega vabal ajal. Nende seoste uurimise aluseks on trans-kontekstiline motivatsioonimudel.
Käesolevas doktoritöös testiti trans-kontekstilise motivatsioonimudeli komponentide seoste kehtivust Eesti kooliõpilastel erinevatel ajaintervallidel – ühe kuu ja ühe aasta möödudes, sealjuures hinnati noorte vaba-aja kehalist aktiivsust lisaks eneseraportile ka kiirendusanduritega. Lisaks uuriti erinevate motivatsiooni alaliikide seost noorte kiirendusanduritega mõõdetud kehalise aktiivsusega.
Töö tulemustest selgus, et trans-kontekstilise motivatsioonimudeli tunnuste vahelised seosed kehtivad ajas nii ühe kuu kui ka ühe aasta möödudes. Tulemused on kooskõlas varasemate uuringutega, lisades aga olulise panusena trans-kontekstilise motivatsioonimudeli komponentide vaheliste seoste testimise pikema aja jooksul. Ehkki uuringute tulemused ei näidanud seost kavatsuse ja kiirendusanduritega mõõdetud kehalise aktiivsuse vahel pärast kooli, ilmnes statistiliselt oluline seos kehalises kasvatuses kogetud sisemise motivatsiooni ja kiirendusanduritega mõõdetud päevase kehalise aktiivsuse vahel. See tulemus kinnitab veelgi kehalise kasvatuse õpetajapoolse autonoomsuse toetuse pakkumise olulisust tunnis, mis soodustab noorte sisemise motivatsiooni kujunemist kehalise aktiivsuse suhtes psühholoogiliste põhivajaduste rahuldamise kaudu. Kokkuvõttes rõhutavad läbiviidud uuringute tulemused autonoomsuse toetuse pakkumise olulisust nii kehalise kasvatuse õpetajate, lapsevanemate kui ka eakaaslaste poolt noorte kehaliselt aktiivse elustiili kujundamisel.
Despite lots of evidence regarding the positive impact of physical activity most adolescents do not meet the recommended 60 minutes of moderate-to-vigorous physical activity a day on average per week. Studies have found that adolescents’ physical activity is predicted by autonomy support from their physical education teachers, parents, and peers, which, in turn is related to adolescents’ autonomous motivation and intentions toward physical activity which is also related to their self-reported physical activity. Trans-contextual model of motivation forms the basis of these predictions. The current doctoral thesis tested the trans-contextual model of motivation among Estonian school students over different time periods – one month and one year. Students’ leisure-time physical activity was evaluated both with self-reported measures and accelerometers. Furthermore, relationships between different motivational regulations and accelerometer-based physical activity were investigated. The results demonstrated that the trans-contextual model is stable over time both over a one-month and a one-year time period. These results are in line with previous studies adding an important contribution by testing the constructs of the model over longer time periods. Although, no relationship emerged between intentions and accelerometer-based physical activity after lessons, there was a positive relationship between intrinsic motivation and daily accelerometer-based physical activity. This confirms once again the importance of providing autonomy support in physical education lessons, which promotes the development of adolescents’ intrinsic motivation toward physical activity through satisfying their basic psychological needs. In conclusion, the results of the conducted research emphasize the importance of providing autonomy support from physical education teachers, parents, and peers in the development of physically active lifestyle of adolescents.
Despite lots of evidence regarding the positive impact of physical activity most adolescents do not meet the recommended 60 minutes of moderate-to-vigorous physical activity a day on average per week. Studies have found that adolescents’ physical activity is predicted by autonomy support from their physical education teachers, parents, and peers, which, in turn is related to adolescents’ autonomous motivation and intentions toward physical activity which is also related to their self-reported physical activity. Trans-contextual model of motivation forms the basis of these predictions. The current doctoral thesis tested the trans-contextual model of motivation among Estonian school students over different time periods – one month and one year. Students’ leisure-time physical activity was evaluated both with self-reported measures and accelerometers. Furthermore, relationships between different motivational regulations and accelerometer-based physical activity were investigated. The results demonstrated that the trans-contextual model is stable over time both over a one-month and a one-year time period. These results are in line with previous studies adding an important contribution by testing the constructs of the model over longer time periods. Although, no relationship emerged between intentions and accelerometer-based physical activity after lessons, there was a positive relationship between intrinsic motivation and daily accelerometer-based physical activity. This confirms once again the importance of providing autonomy support in physical education lessons, which promotes the development of adolescents’ intrinsic motivation toward physical activity through satisfying their basic psychological needs. In conclusion, the results of the conducted research emphasize the importance of providing autonomy support from physical education teachers, parents, and peers in the development of physically active lifestyle of adolescents.
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Keywords
physical activity, students, motivation, changes, predictions, Estonia