Adolescents' self-determination profiles in physical education: Introjection and its implications

Abstract

An important outcome of the teaching-learning process in physical education is a physically active student who also demonstrates the intention to be active outside of the school context and/or after graduation. Students typically have multiple and simultaneous motives for behaviour that collectively determine the overall quality of their motivation. As such, the purpose of this study was to examine the behavioural regulations of Singapore junior college students and determine their distinctive motivational profiles. The results offered support for the notion that moving towards autonomous forms of behavioural regulation was advisable for higher levels of intention and sustained adherence to physical activity, since they were likely to involve stronger feelings of personal investment, autonomy and self-identification. The effects of high introjection scores on physical activity intention and physical activity levels were highlighted and discussed in this study.