Extrinsic vs intrinsic motivation during puberty

EXTRINSIC VS INTRINSIC MOTIVATION DURING PUBERTY FULL

Specifically, the Achievement Goal Theory provides a framework to understand the relationships between the psychological environment and contextual outcomes in PE, whereas the Self-determination Theory focuses on the effects of PE classes on studentsвЂ™ basic needs and motivation. Multi-theory models may allow researchers to comprehensively understand motivational processes in a way that a single perspective may not fully achieve (Hulleman et al., 2008). The present paper aimed to examine the links between motivational climate, basic psychological needs, intrinsic motivation, enjoyment, knowledge, and performance in PE, and total MVPA in addition to BMI and gender differences.ДЄn integration of the Achievement Goal Theory (Nicholls, 1989), the Self-determination Theory (Deci and Ryan, 2017), and the Hierarchical Model of Motivation (Vallerand and Lalande, 2011), which has previously been successfully applied in PE contexts (GrГҐstГ©n, 2014 Hagger, 2014 Ntoumanis, 2005 Standage et al., 2005), was used as a framework in the current study. Additionally, less is known about associations between behavioral, affective, and cognitive outcomes in PE and overall MVPA (Ntoumanis, 2005). Given that girls normally accumulate less MVPA than boys (Tremblay et al., 2016) and students with high BMI report lower perceptions of physical competence than students with lower BMI (Carissimi et al., 2017 Craft et al., 2003), more studies are needed to reveal relationships between girlsвЂ™ and boysвЂ™ BMI and behavior in PE classes (Rauner et al., 2013). It is widely accepted that positive perceptions of physical competence, autonomy, and relatedness in school PE lead to higher intrinsic motivation and intentions to be physically active (Hagger, 2014 Ntoumanis, 2005 Vallerand and Lalande, 2011).

Since most young people in several Western, African, and Asian countries require more daily MVPA (Tremblay et al., 2016), there is a major need to promote physical activity. Both task- and ego-involving teaching practices can be useful ways of developing preferred behaviors in PE classes.ДЄctive living benefits health at all ages but is essential to the successful development of wellbeing in children and youth (World Health Organization, 2015).

Although, the current and previous empirical findings supported task-involving teaching methods in PE, in some cases, ego-involving climate should be considered.

Graded PE assessments appeared to be essential in motivating both girls and boys to participate in greater total MVPA, whereas BMI was negatively linked with competence and social relatedness only among girls.

The present findings indicated that girls and boys perceive PE classes in a different way.

Motivation, physical education assessment, school health, structural equation Therefore, both task- and ego-involving teaching practices can be useful ways of developing preferred behaviors in PE classes.

Although, the current and previous empirical findings supported task-involving teaching methods in PE, in some cases, ego-involving climate should be considered. Graded PE assessments appeared to be essential in motivating both girls and boys to participate in greater total MVPA, whereas BMI was negatively linked with competence and social relatedness only among girls.

This may indicate that girls and boys perceive PE classes in a different way. The results showed that task-involving climate in girlsвЂ™ PE classes was related to enjoyment and knowledge through physical competence and intrinsic motivation, whereas task-involving climate was associated with enjoyment and knowledge via competence and autonomy, and total MVPA via autonomy, intrinsic motivation, and knowledge within boys. Cross-sectional data was represented by self-reports and objective assessments of 770 middle school students (52% of girls) in North-East Finland. Gender differences and correlations with body mass index (BMI) were also analyzed.

EXTRINSIC VS INTRINSIC MOTIVATION DURING PUBERTY FULL

The present paper examined the full sequence of the Hierarchical Model of Motivation in physical education (PE) including motivational climate, basic psychological needs, intrinsic motivation, and related links to contextual enjoyment, knowledge, performance, and total moderate to vigorous physical activity (MVPA).

Extrinsic vs intrinsic motivation during puberty