Abstract
The current research adopts the trans-contextual model of motivation (TCM) to examine the role of perceived autonomy support from peers, parents, and physical education (PE) teachers on adolescents’ autonomous motivation, intentions, and physical activity (PA) and health-related quality of life (HRQoL) over a one-year period. Adolescents (N = 264) aged between 11 and 15 years (M = 13.24; SD = 0.96) filled in relevant questionnaires during a four-wave longitudinal study. Perceived autonomy support from peers, parents, and PE teachers predicted PA (β ≥ 0.03, p < 0.009) and HRQoL (β ≥ 0.01, p < 0.009) mediated by constructs of TCM over a one-year period. The regressions of PA (β = 0.45, p < 0.001) and HRQoL (β = 0.56, p < 0.001) on themselves over a one-year period were significant. PA significantly predicted the HRQoL measured one year later (β = 0.20, p < 0.001), but not vice versa (β = 0.04, p = 0.52). The unidirectional cross-lagged relationship with the flow from PA to later HRQoL suggests that intervention programs focusing on promoting PA behaviour in adolescents should produce the most pronounced effects if their aim is also to promote HRQoL.
Highlights
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A large amount of research has adopted the trans-contextual model of motivation (TCM; [9]) as a theoretical basis from which to emphasise the positive effect of perceived autonomy support from parents, peers, and physical education (PE) teachers on adolescents’ adaptive outcomes
Previous research based on the TCM has effectively demonstrated that autonomous motivation in the educational context will transfer to autonomous motivation in the leisure time (LT) context [9]
Summary
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. A large amount of research has adopted the trans-contextual model of motivation (TCM; [9]) as a theoretical basis from which to emphasise the positive effect of perceived autonomy support from parents, peers, and physical education (PE) teachers on adolescents’ adaptive outcomes. Several need-supporting techniques (e.g., providing choice; providing a meaningful rationale; using noncontrolling, informative language) have recently been proposed to show how significant others such as peers, parents, and teachers could enhance adolescents’ autonomous motivation to engage in particular behaviour [8]. We use the framework of TCM and adopt a longitudinal approach to examine whether perceived autonomy support from PE teachers, parents, and peers predicts self-reported PA among adolescents via the components of the TCM. We test whether effects on adolescents’ PA will be evident throughout a one-year follow-up period
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