Students' objectively measured physical activity levels and engagement as a function of between-class and between-student differences in motivation toward physical education.
Despite evidence for the utility of self-determination theory in physical education, few studies used objective indicators of physical activity and mapped out between-class, relative to between-student, differences in physical activity. This study investigated whether moderate-to-vigorous physical activity (MVPA) and rated collective engagement in physical education were associated with autonomous motivation, controlled motivation, and amotivation at the between-class and between-student levels. Participants were 739 pupils (46.3% boys, Mage = 14.36 ±1.94) from 46 secondary school classes in Flanders (Belgium). Multilevel analyses indicated that 37% and 63% of the variance in MVPA was explained by between-student and between-class differences, respectively. Students' personal autonomous motivation related positively to MVPA. Average autonomous class motivation was positively related to between-class variation in MVPA and collective engagement. Average controlled class motivation and average class amotivation were negatively associated with collective engagement. The findings are discussed in light of self-determination theory's emphasis on quality of motivation.
Department of Developmental, Personality and Social Psychology, Ghent University, Ghent, Belgium.
Nathalie
N
Aelterman
Maarten
M
Vansteenkiste
Hilde
H
Van Keer
Lynn
L
Van den Berghe
Jotie
J
De Meyer
Leen
L
Haerens
D000293:Adolescent; D005260:Female; D006801:Humans; D007206:Individuality; D008297:Male; D009042:Motivation; D009043:Motor Activity; D026684:Personal Autonomy; D010806:Physical Education and Training; D013334:Students / Q000523:psychology