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    Testing a self-determination theory-based teaching style intervention in the exercise domain

    Access Status
    Fulltext not available
    Authors
    Edmunds, J.
    Ntoumanis, Nikos
    Duda, J.
    Date
    2008
    Type
    Journal Article
    
    Metadata
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    Citation
    Edmunds, J. and Ntoumanis, N. and Duda, J. 2008. Testing a self-determination theory-based teaching style intervention in the exercise domain. European Journal of Social Psychology. 38 (2): pp. 375-388.
    Source Title
    European Journal of Social Psychology
    DOI
    10.1002/ejsp.463
    ISSN
    0046-2772
    School
    School of Psychology and Speech Pathology
    URI
    http://hdl.handle.net/20.500.11937/41034
    Collection
    • Curtin Research Publications
    Abstract

    Drawing from self-determination theory (SDT), this study examined the effect of an autonomy supportive, well structured and interpersonally involving teaching style on exercise class participants' psychological need satisfaction, motivational regulations, exercise behaviour, behavioural intention and affect. Female exercise class participants enrolled in a 10-week exercise program were exposed to an SDT-based (i.e. SDTc; n = 25) or typical (i.e. control group; n = 31) teaching style. The control condition reported a significant decrease in autonomy support, amotivation and behavioural intention over time. In addition, they reported a significant increase in competence and introjected regulation. Compared to the control condition, the SDTc reported a significantly greater linear increase in structure and interpersonal involvement, relatedness and competence need satisfaction and positive affect. Attendance rates were significantly higher in the SDTc. SDT-based social-contextual characteristics and psychological needs predicted autonomous regulations; all these variables collectively predicted adaptive outcomes. Copyright © 2007 John Wiley & Sons, Ltd.

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