Autonomy Support and Need Satisfaction in the Motivation and Well-Being of Gymnasts

Gagné, Marylène

doi:10.1080/714044203

Cited by 646 publications

(593 citation statements)

References 60 publications

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“…Most likely, this is because one of the core concepts of autonomous functioningawareness of self -has been related to higher inhibitory-control which is necessary for executive functioning in school-related tasks (Oberle, Schonert-Reichl, Lawlor, & Thomson, 2012). Furthermore, a few diary studies which have been conducted so far have shown that daily autonomous functioning, as reflected through autonomous motivation (Bartholomew, Ntoumanis, Ryan, Bosch, & Thogersen-Ntoumani, 2011;Gagné, Ryan, & Bargmann, 2003) or through daily need satisfaction (Bartholomew et al, 2011), relates positively to well-being in adolescents (Gagné et al, 2003) or young adults (Moller, Deci, & Elliot, 2010;Reis, Sheldon, Gable, Roscoe, & Ryan, 2000;Sheldon & Niemiec, 2006;Sheldon, Ryan, & Reis, 1996).…”

Section: Autonomous Functioningmentioning

confidence: 99%

Adolescents’ autonomous functioning and implicit theories of ability as predictors of their school achievement and week-to-week study regulation and well-being

Mouratidis

Michou

Vassiou

2017

Contemporary Educational Psychology

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a b s t r a c tResearch on students' motivation has mainly focused on interpersonal differences rather than on the ongoing, intrapersonal dynamics that forge students' everyday life. In this five-month longitudinal (diary) study, we recruited a sample of 179 high school students from Greece (35.8% males; M age = 16.27; SD = 1.02) to investigate through multilevel analyses the ongoing dynamics of students' motivation. We did so by examining the relation between autonomous functioning and aspects of study regulation (namely, study efforts and procrastination) and well-being (namely, subjective vitality and depressive feelings). After controlling for perceived competence, we found week-to-week autonomous functioning to relate positively to study efforts and subjective vitality and negatively to procrastination and depressive feelings. Interestingly, implicit theories of ability -the degree to which one believes that ability is fixed or amenable -were found to moderate the week-to-week relations of autonomous functioning to study efforts and homework procrastination. In particular, autonomous functioning co-varied positively to study efforts and negatively to homework procrastination only among students who believed that ability is malleable. Also, beliefs that ability is fixed predicted poorer grades, lower mean levels of study efforts, and higher homework procrastination. The results underscore the necessity of taking a more dynamic view when studying motivational phenomena and the importance of jointly considering the implicit theory framework and self-determination theory.

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Section: Autonomous Functioningmentioning

confidence: 99%

Adolescents’ autonomous functioning and implicit theories of ability as predictors of their school achievement and week-to-week study regulation and well-being

Mouratidis

Michou

Vassiou

2017

Contemporary Educational Psychology

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“…51,52 Lastly, associations between EX regulation and indicators of well-being (e.g., affect) have been non-existent or negative. 53,54 To our knowledge, little work has been done to examine the influence of the motivational regulations from SDT on positive affect in the time frame surrounding physical activity. 11,51 Moreover, aligned studies have assessed contextual-level motivation for physical activity, 22,49 which can be contrasted from situational motivation which immediately precedes engaging in a physical activity as well as the proximal consequences that ensue.…”

Section: Intensity and Perceived Exertionmentioning

confidence: 99%

“…In addition, experts argue that the regulations are not mutually exclusive and that unique motivation combinations may best explain physical activity. 54,93 Building from previous motivational profile studies, 94,95 examining the combined effect of the regulations and RPE on activityrelated affect would be a fruitful avenue of future enquiry.…”

Section: Articlementioning

confidence: 99%

An experience sampling study of physical activity and positive affect: investigating the role of situational motivation and perceived intensity across time

2013

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The nature of the association between physical activity and positive affect is complex, prompting experts to recommend continued examination of moderating variables. The main purpose of this 2-week field study was to examine the influence of situational motivational regulations from self-determination theory (SDT) on changes in positive affect from pre-to post-to 3-hours post-physical activity. Another purpose was to clarify the relationship between physical activity intensity [i.e., Ratings of Perceived Exertion (RPE)] and positive affect at the stated time points. This study employed an experience sampling design using electronic questionnaires. Sixty-six healthy and active, multiplerole women provided recurrent assessments of their physical activity, situational motivation, and positive affect in their everyday lives over a 14-day period. Specifically, measures were obtained at the three time points of interest (i.e., pre-, post-, 3-hours post-physical activity). The data were analyzed using multilevel modeling. Results showed that intrinsic motivation was related to post-physical activity positive affect while the influence of identified regulation appeared 3-hours post-physical activity. In addition, RPE, which was significantly predicted by levels of introjection, was more strongly associated with an increase in positive affect postphysical activity than three hours later. The theoretical implications of these findings vis-à vis SDT, namely in regards to a viable motivational sequence predicting the influence of physical activity on affective states, are discussed. The findings regarding the differential influences of RPE and motivational regulations carries applications for facilitating women's well-being.

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“…Cummins et al, 2012;Tomyn and Cummins, 2011. Items were rated from 1 to 5 scale; a similar scale has been used by authors such as Tennant et al (2007), Deci et al (2001), Gagne (2003) and Ryan and Frederick (1997). Scale data then converted to percentage.…”

Section: Questionnairementioning

confidence: 99%

Social Environment Influence Lifestyle of Youth in Rural Area

Othman¹,

Mohamad²,

Iskandar³

et al. 2017

E-BPJ

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This paper aims to discuss the influence of social environment on the lifestyle of youth in the rural area. The social environment refers to the immediate physical and social setting in which youth live or in which something happens or develops. It includes the public amenities provided by the authority to be used by the public. A healthy lifestyle was measured by asking respondents to respond to questions whether social environment facilities provided in the area influence the youth lifestyle. Social environment positively influences the healthy lifestyle of youth. However it differed between areas.

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Autonomy Support and Need Satisfaction in the Motivation and Well-Being of Gymnasts

Cited by 646 publications

References 60 publications

Adolescents’ autonomous functioning and implicit theories of ability as predictors of their school achievement and week-to-week study regulation and well-being

Adolescents’ autonomous functioning and implicit theories of ability as predictors of their school achievement and week-to-week study regulation and well-being

An experience sampling study of physical activity and positive affect: investigating the role of situational motivation and perceived intensity across time

Social Environment Influence Lifestyle of Youth in Rural Area

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