Higher External Regulation Research Articles

Motivational Profile as a Predictor of Physical Activity Among US Adults During the Early Months of the COVID-19 Pandemic: A Daily Diary Study.

This study used a daily diary approach to examine associations between day-level physical activity (PA) behavior, PA-specific motivational profile, and days since the COVID-19 national emergency declaration during the early months (April-June 2020) of the pandemic. A total of 468 US adults (Mage = 34.8y, 79% female) participated in a 28-day smartphone-based daily diary study assessing PA. A baseline survey assessed PA and motivation for PA using the Behavioral Regulation in Exercise Questionnaire. Multilevel linear regression models examined the main effects and interactions of motivational profile and time (days since the US March 13, 2020, COVID-19 national emergency declaration) on daily PA minutes. Latent profile analysis identified 4 distinct motivational profiles for PA among this sample: profile 1: high amotivation (n = 100, 21%); profile 2: low controlled motivation (n = 55, 12%); profile 3: high external regulation (n = 47, 10%); and profile 4: moderate autonomous motivation (n = 266, 57%). After controlling for baseline PA, there were significant interactions between profile and time on daily PA (-0.21, P < .01). Profile 2 showed greater decreases in daily PA minutes over time than profile 1 (b = -0.29, P < .01). Profiles 3 and 4 did not indicate significant decreases in PA compared with profile 1 (b = 0.14, P = .31 and b = -0.16, P = .05, respectively). Contrary to previous research, individuals with lower controlled or moderate autonomous motivation demonstrated the largest decreases in PA over time, whereas individuals with higher amotivation or external regulation demonstrated smaller decreases over time. These findings suggest that external motivation may have provided short-term protection against declines in PA observed during early months of the COVID-19 pandemic.

당뇨병 환자의 동기 유형과 불안의 관계

Purpose: Health psychology approach is needed to explore psychological factors affecting health and ways to promote healthy behavior in sports setting. The present study was identified the motivation types in the patients with diabetes mellitus, which is essential for regular exercise participation for health management and maintenance due to diabetes mellitus, and the relationship between motivation types and anxiety. Methods: In this study 255 patients diagnosed with diabetes mellitus, the types of motivation and anxiety were measured, and the relationship between these variables was analyzed. Additionally, the groups difference in motivation type according to the level of anxiety and gender was confirmed. Results: As a result of the analysis, identified regulation had a negative effect on anxiety, and external regulation had a positive effect on anxiety. In the groups difference, it was found that diabetic patients with high integrated regulation and identified regulation had a low level of anxiety, and diabetics with high external regulation had high anxiety levels. This results show that recognizing the importance of exercise and engaging in regular exercise lowers anxiety. On the other hand, it shows that anxiety increases when participating in a movement because of external rewards or to avoid punishment. Conclusion: These findings suggested that it is important for diabetics to participate in exercise with integrated and identified regulations in order to reduce anxiety levels. It suggests also that it is beneficial to patients of psychological health if they want to, be aware of the importance of exercise, and voluntarily participate in exercise. Conversely, it can be predicted that participating in exercise under the direction or reprimand of a family or doctor is harmful to psychological health. In addition, the results of this study will be useful basic data to reflect and plan the motivational characteristics of patients in promotion exercise counseling and exercise programs for diabetic patients.

Academic Self-Regulation of STEM of Senior High School Students of Divine Word Colleges in Region I, Philippines and Their Academic Performance

The study wanted to determine the level of academic self-regulation of the STEM students of Senior High School students of the Divine Word Colleges and its effect toward academic performance. There were four aspects of self-regulation investigated such as external regulation, introjected regulation, identified regulation and intrinsic motivation. Questionnaires were used to gather the data. The quantitative descriptive research design and explanation research was used in the study. The findings showed that the academic self-regulation of the STEM students of the senior high school of Divine Word Colleges is high which means that they have high external regulation, introjected regulation, identified regulation and moderate intrinsic motivation. However, the findings also showed that there is no correlation between academic self-regulation and their academic performance. Their academic performance can be caused by other factors that are not considered in this study.

Associations between Weight Status and Situational Motivation toward Fitness Testing in Physical Education: The Mediator Role of Physical Fitness.

Background: This article examines the differences in situational motivation toward fitness testing in physical education classes between non-overweight and overweight students, as well as the mediator effect of objective and perceived physical fitness on the relationship between weight status and motivation toward fitness testing. Methods: A total of 534 adolescents (298 boys, 55.80%) participated in the study. Perceived physical fitness and situational motivation toward fitness testing were measured through questionnaires, whereas weight status and physical fitness were objectively measured. Results: Overweight students had lower intrinsic motivation (p < 0.001), and higher external regulation (p < 0.01) and amotivation (p < 0.05) during fitness testing in a physical education class than their non-overweight peers. The influence of being overweight on motivation regulations toward fitness testing was mediated by objective physical fitness level for intrinsic motivation (B = −0.140), external regulation (B = 0.104) and amotivation (B = 0.146). Perceived physical fitness was also used as a second mediator between weight status and intrinsic motivation (B = −0.117). Conclusions: Strategies to improve objective and perceived physical fitness in overweight students are necessary to increase self-determined motivation during fitness testing in physical education lesson.

Psychological mechanisms underlying the relationship between commercial physical activity app use and physical activity engagement

PurposePrevious studies have indicated a relationship between the use of commercial physical activity apps (e.g., Fitbit, Strava) and physical activity engagement. The use of social components of such apps, in particular app-specific communities (connecting with other app users) and existing social networking platforms (e.g., Facebook) have the potential to enhance physical activity. This study aimed to explore the psychological mechanisms underlying the relationship between the use of commercial physical activity apps (and their social components) and physical activity engagement. MethodAn online cross-sectional survey assessed physical activity, use of commercial physical activity apps (and their associated social components), and psychological constructs (social support, self-efficacy, motivation, trait competitiveness, trait social comparison). Results1274 adults aged 18–83 years (Mage = 34.1 ± 13.5 years, 87.6% female) participated. App use was positively associated with physical activity engagement. The relationship between app use and physical activity was fully mediated by social support, self-efficacy, intrinsic motivation and identified regulation. Trait competitiveness, but not trait social comparison, moderated the relationship between app use and physical activity. Most features (e.g., sharing posts, providing or receiving encouragement) of the social components of apps were positively associated with psychological constructs linked to engagement in physical activity. Mediation pathways linking features of existing social networking platforms with physical activity were found. Specifically, sharing posts was linked to higher engagement in physical activity via positive associations with self-efficacy, and receiving encouragement with linked to higher engagement in physical activity via positive associations with both self-efficacy and identified regulation. In addition, engagement in comparisons was associated with lower self-efficacy and higher external regulation, and in turn, lower physical activity. ConclusionsThe relationship between the use of commercial physical activity apps and physical activity is underpinned by social support, self-efficacy and autonomous motivations. The findings highlight the importance of trait competitiveness, which should be taken into consideration when leveraging physical activity apps. Overall, the present study demonstrated that commercial physical activity apps (and their social components) hold great potential to increase physical activity engagement given their associations with psychological constructs strongly linked with physical activity.

Girls show better quality motivation to learn languages than boys: latent profiles and their gender differences

Students' gender can have subtle long-term effects on students' motivation, engagement, and ultimate achievement in learning a new language. Given the current focus on motivation in primary and secondary schools in many Asian countries, understanding both boys' and girls' orientations toward learning English may offer insight into students' future trajectories. In this study, we sought to demonstrate the differences in students' motivational profiles originating from their gender. Using a sample of 398 elementary school students in western Japan, we administered motivation surveys at the beginning of the 2013 school year. We analyzed these surveys using latent profile analyses to determine differences in three sub-groups: good quality (high intrinsic regulation, low external regulation), high quantity (high intrinsic and external regulations), and poor quality (high external regulation, low intrinsic regulations). Post-hoc tests showed gender differences within these subgroups. Results indicate that male students were more likely to demonstrate low quality, externally controlled motives, while girls were more likely to show higher quality internally regulated motives. These findings indicate the need to improve support for boys' internally regulated motivation in Asian foreign language settings.

Transparency Isn't Spoon-Feeding: How a Transformative Approach to the Use of Explicit Assessment Criteria Can Support Student Self-Regulation

If little care is taken when establishing clear assessment requirements, there is the potential for spoon-feeding. However, in this conceptual article we argue that transparency in assessment is essential to providing equality of opportunity and promoting students’ self-regulatory capacity. We begin by showing how a research-informed inclusive pedagogy, the EAT Framework, can be used to improve assessment practices to ensure that the purposes, processes, and requirements of assessment are clear and explicit to students. The EAT Framework foregrounds how students' and teachers' conceptions of learning (i.e., whether one has a transactional or transformative conception of learning within a specific context) impact assessment practices. In this article, we highlight the importance of being explicit in promoting access to learning, and in referencing the EAT Framework, the importance of developing transformative rather than transactional approaches to being explicit. Firstly, we discuss how transparency in the assessment process could lead to “criteria compliance” (Torrance, 2007, p. 282) and learner instrumentalism if a transactional approach to transparency, involving high external regulation, is used. Importantly, we highlight how explicit assessment criteria can hinder learner autonomy if paired with an overreliance on criteria-focused ‘coaching’ from teachers. We then address how ‘being explicit with assessment’ does not constitute spoon-feeding when used to promote understanding of assessment practices, and the application of deeper approaches to learning as an integral component of an inclusive learning environment. We then provide evidence on how explicit assessment criteria allow students to self-assess as part of self-regulation, noting that explicit criteria may be more effective when drawing on a transformative approach to transparency, which acknowledges the importance of transparent and mutual student-teacher communications about assessment requirements. We conclude by providing recommendations to teachers and students about how explicit assessment criteria can be used to improve students' learning. Through an emphasis on transparency of process, clarity of roles, and explication of what constitutes quality within a specific discipline, underpinned by a transformative approach, students and teachers should be better equipped to self-manage their own learning and teaching.

Academic Self-Regulation of STEM of Senior High School Students of Divine Word Colleges in Region I, Philippines and Their Academic Performance

The study wanted to determine the level of academic self-regulation of the STEM students of Senior High School students of the Divine Word Colleges and its effect toward academic performance. There were four aspects of self-regulation investigated such as external regulation, introjected regulation, identified regulation and intrinsic motivation. Questionnaires were used to gather the data. The quantitative descriptive research design and explanation research was used in the study. The findings showed that the academic self-regulation of the STEM students of the senior high school of Divine Word Colleges is high which means that they have high external regulation, introjected regulation, identified regulation and moderate intrinsic motivation. However, the findings also showed that there is no correlation between academic self-regulation and their academic performance. Their academic performance can be caused by other factors that are not considered in this study.

Interpersonal styles, motivation and satisfaction in physical education classes and physical activity level in adolescents

The aim of this study was to identify the motivational profile and relate it to teacher autonomy support, basic psychological needs, exercise enjoyment, and level of physical activity in a sample of 615 Brazilian adolescents (327 girls and 288 boys), aged between 12 and 14 years (M = 13.3, DT = .79). One group was identified as more self-determined with high intrinsic motivation and introjected regulation scores, while the other showed no self-determination, with high external regulation and demotivation. Self-determined adolescents perceive greater teacher support; exhibit better fulfillment of basic psychological needs for autonomy, competence and relatedness; show greater enjoyment in physical education classes and engage in more physical activity.

A Comparison of Active and Passive Procrastination in Relation to Academic Motivation

In this study I examined whether or not the relationship between active procrastination and academic motivation is distinct from the relationship between passive procrastination and academic motivation in order to distinguish between 2 types of procrastination within a self-determination theoretical framework. Data were collected from 278 Korean undergraduates. The findings indicated that high identification and low external regulation increased active procrastination and high external regulation and low intrinsic motivation increased passive procrastination. The findings also showed that active procrastination was inversely proportional to passive procrastination. These findings support the idea that, compared to passive procrastination, active procrastination might be related to relatively autonomous forms of motivation, and might be a form of delay distinct from passive procrastination.

Using motivation regulations in a person-centered approach to examine the link between social physique anxiety in physical education and physical activity-related outcomes in adolescents

ObjectivesThis study explored how social physique anxiety (SPA) combined with different patterns of motivation regulations might facilitate versus deter effort and enjoyment in physical education (PE) and leisure-time physical activity. DesignCross-sectional survey. MethodsHigh school students (N = 298; Mage = 15.72, SDage = 1.24 years) completed an in-class survey including SPA in PE, motivation regulations for PE, enjoyment and effort in PE and leisure-time physical activity. ResultsFour profiles of students were identified in cluster analysis based on autonomous motivation, introjected regulation, external regulation and SPA. Profile one (“high diverse motivation”; n = 84) reflected relatively high motivation across all regulations and average SPA. Profile two (“moderate autonomous motivation”; n = 92) included those with average scores on autonomous motivation and relatively low scores on introjected and external regulation and SPA. Profile three (“moderate diverse motivation and anxious”; n = 59) had relatively high SPA combined with average motivation regulations. Profile four (“externally controlled and anxious”; n = 63) also had relatively high SPA but relatively low autonomous motivation and introjected regulation and relatively high external regulation. MANOVA results showed that “externally controlled and anxious” students reported the lowest physical activity behavior and enjoyment in PE. Conversely, the “moderate diverse motivation and anxious” students have physical activity experiences that do not differ from the two profiles that exhibited lower SPA. ConclusionsHigher feelings of SPA in PE appear linked with lower levels of enjoyment and effort in PE and leisure-time physical activity outside of school only when coupled with higher external regulation. This finding helps explain inconsistent associations between SPA and physical activity outcomes.

Relationship between Behavior Regulation and Stage of Change for Exercise Behavior among Undergraduates

The purpose of this study was to adopt a behavior regulation of self-determination theory to investigate the attributes of stage of change among undergraduates. Furthermore, to test the relationships between trends in behavior regulation and the different attributes of stage of change during 18 month. The longitudinal approach survey was utilized in this study, and total 458 undergraduate students (male-228, female-230, aged 21.58±5.21) were participated and completed four questionnaires assessing stage of change for exercise and behavior regulation in the 18-month period. The measurement tools include the stage of change for exercise questionnaire and the behavior regulation in exercise questionnaire. All of the collected data has been analyzed by using two-approach cluster analysis and trend analysis. The results indicated that the behavior regulation could be the stage of change from the high, medium and low self-determined groups. The high self-determined had higher proportion of maintenance than low self-determined, and significantly higher integrated and identified regulation in the stage transitions. The low self-determined had higher proportion of precontemplation or contemplation than high self-determined, and significantly higher external regulation in the stage transitions. This study concluded that the behavior regulation was to change the stages of important factors, and the high self-determined was more conducive to the formation of regular exercise.