Students’ Tripartite Efficacy Beliefs in High School Physical Education: Within-and Cross-Domain Relations With Motivational Processes and Leisure-Time Physical Activity
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Within instructional settings, individuals form relational efficacy appraisals that complement their self-efficacy beliefs. In high school physical education (PE), for instance, students develop a level of confidence in their teacher’s capabilities, as well as estimating how confident they think their teacher is in their (i.e., the students’) ability. Grounded in existing transcontextual work, we examined the motivational pathways through which students’ relational efficacy and self-efficacy beliefs in PE were predictive of their leisure-time physical activity. Singaporean students (N = 990; age M = 13.95, SD = 1.02) completed instruments assessing efficacy beliefs, perceptions of teacher relatedness support, and autonomous motivation toward PE, and 2 weeks later they reported their motivation toward, and engagement in, leisure-time physical activity. Structural equation modeling revealed that students reported stronger other-efficacy and RISE beliefs when they felt that their teacher created a highly relatedness-supportive environment. In turn, their relational efficacy beliefs (a) supported their confidence in their own ability, (b) directly and indirectly predicted more autonomous motives for participation in PE, and (c) displayed prospective transcontextual effects in relation to leisure-time variables. By emphasizing the adaptive motivational effects associated with the tripartite constructs, these findings highlight novel pathways linking students’ efficacy perceptions with leisure-time outcomes.
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The trans-contextual model: Perceived learning and performance motivational climates as analogues of perceived autonomy supportBarkoukis, V.; Hagger, Martin (2013)The trans-contextual model of motivation (TCM) proposes that perceived autonomy support in physical education (PE) predicts autonomous motivation within this context, which, in turn, is related to autonomous motivation ...
González-Cutre, D.; Sicilia, A.; Beas-Jiménez, M.; Hagger, Martin (2014)The original trans-contextual model of motivation proposed that autonomy support from teachers develops students’ autonomous motivation in physical education (PE), and that autonomous motivation is transferred from PE ...
An Internet-supported Physical Activity Intervention Delivered in Secondary Schools Located in Low Socio-economic Status Communities: Study Protocol for the Activity and Motivation in Physical Education (AMPED) Cluster Randomized Controlled TrialLonsdale, C.; Lester, A.; Owen, K.; White, R.; Moyes, I.; Peralta, L.; Kirwan, M.; Maeder, A.; Bennie, A.; MacMillan, F.; Kolt, G.; Ntoumanis, Nikos; Gore, J.; Cerin, E.; Diallo, T.; Cliff, D.; Lubans, D. (2016)Background: School-based physical education is an important public health initiative as it has the potential to provide students with regular opportunities to participate in moderate-to-vigorous physical activity (MVPA). ...