Social-contextual and motivational predictors of intentions to continue participation: A test of SDT in dance
|dc.identifier.citation||Balaguer, I. and Castillo, I. and Duda, J. and Quested, E. and Morales, V. 2011. Social-contextual and motivational predictors of intentions to continue participation: A test of SDT in dance. RICYDE. Revista internacional de ciencias del deporte. 7 (25): pp. 305-319.|
Grounded in the framework of self-determination theory (Deci y Ryan, 1985;2000), socio-contextual and motivational predictors of intentions to continue participation in dance, and the role of burnout in these relationships were studied through the testing of two structural equations models, 197 vocational dancers, completed questionnaires assessing the key variables of interest. Results revealed that perceptions of autonomy support, offered by the dance professor, positively predicted dancers' autonomous motivation (intrinsic motivation, integrated regulation, and identify regulation) and were negatively linked to controlled motivation (external and introjected regulation) and amotivation. In turn, intentions to continue participation in dance was predicted positively by autonomous motivation and negatively by controlled motivation as well as amotivation. In the second model, the incorporation of burnout as a proximal antecedent of intention increased the explained variance accounted for intentions to continue. Autonomous motivation negatively and controlled motivation and amotivation positively predicted burnout while a negative path from burnout to intentions to continue participation in dance emerged. Results support self-determination theory and highlight the benefits of promoting autonomous motivation through autonomy-supportive interactions in a context such as dance, where performance and artistry are valued.
|dc.title||Social-contextual and motivational predictors of intentions to continue participation: A test of SDT in dance|
|dcterms.source.title||RICYDE. Revista internacional de ciencias del deporte|
|curtin.department||School of Psychology and Speech Pathology|
|curtin.accessStatus||Open access via publisher|
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