The relationship between transformational teaching and adolescent physical activity: the mediating roles of personal and relational efficacy beliefs.
The purpose of this study was to examine the extent to which transformational teaching, exhibited by secondary school physical education teachers, predicts within-class physical activity and leisure-time physical activity among adolescents. The study used a prospective observational design and involved data collected from 874 Grade 10 adolescents (M age = 15.41, (SD) = .61). Through use of structural equation modeling, the results revealed that adolescents' perceptions of transformational teaching were positively related to within-class physical activity and leisure-time physical activity, and these effects were mediated by adolescents' estimation of their teacher's confidence in their abilities (i.e. relation-inferred self-efficacy) and self-efficacy beliefs.
The University of British Columbia, Canada.
Jessica
J
Bourne
The University of British Columbia, Canada.
Yan
Y
Liu
Acadia University, Canada.
Christopher A
CA
Shields
The University of Western Australia, Australia.
Ben
B
Jackson
The University of British Columbia, Canada.
Bruno D
BD
Zumbo
The University of British Columbia, Canada mark.beauchamp@ubc.ca.
Mark R
MR
Beauchamp
D000293:Adolescent; D000294:Adolescent Behavior / Q000523:psychology*; D015444:Exercise / Q000523:psychology*; D005260:Female; D015438:Health Behavior; D006801:Humans; D007857:Leadership; D007899:Leisure Activities / Q000523:psychology*; D008297:Male; D009042:Motivation; D010806:Physical Education and Training / Q000379:methods*; D011446:Prospective Studies; D020377:Self Efficacy
adolescence; physical activity; relational-efficacy beliefs; social cognitions; structural equation modeling; transformational leadership theory