%0 Journal Article
%T Effect of self-determined motivation in physical education on objectively measured habitual physical activity: a trans-contextual model
%A Hagger
%A Martin S.
%A Liukkonen
%A Jarmo
%A Mart¨ªnez-Baena
%A Alejandro
%A Mayorga-Vega
%A Daniel
%A Viciana
%A Jes¨²s
%A Yli-Piipari
%A Sami
%J -
%D 2019
%R 10.26582/k.51.1.15
%X Sa£¿etak Grounded in the trans-contextual model, the purpose of the present study was to examine the role of self-determined motivation in Physical Education (PE) on self-determined motivation in Physical Activity (PA), PA intention, and accelerometer-measured habitual PA behavior among high-school aged adolescents. A sample of 394 Spanish high-school students (211 males and 183 females; aged 12-16 years) participated in the present study. The outcome measure of PA was established using accelerometry, whereas motiva- tion toward PA and PE as well as PA intention were measured using validated questionnaires. Path analyses supported in part the central propositions of the trans-contextual model. Self-determined motivation in PE predicted the self-determined motivation in PA (¦Â=.45, p<.001, R2=.26). Self-determined motivation in PA predicted PA intention (¦Â=.51, p<.001, R2=.41). The predictive strength from PA intention to behavior was weak (¦Â=.11, p=.011, R2=.21) with a statistically non-significant mediational model from self-determined motivation in PA via PA intention to PA behavior (¦Â=.28, p=.231). This weak-to-non-significant relationship does not fully support the previous findings that have shown the feasibility of the trans-contextual model in charting the pathways from self-determined motivation in an educational context to behaviors in an out- of-school context
%K autonomy
%K accelerometry
%K moderate-to-vigorous physical activity
%K secondary school students
%U https://hrcak.srce.hr/index.php?show=clanak&id_clanak_jezik=322694