Self-determined Forms Of Motivation Research Articles

РОЛЬ МОТИВАЦИИ К ЗАЩИТЕ ОКРУЖАЮЩЕЙ СРЕДЫ В ДЕТЕРМИНАЦИИ ПРОЭКОЛОГИЧЕСКОГО ПОВЕДЕНИЯ В РОССИИ

The study of pro-environmental behaviour and its determinants is poignantly important given the current trends of environmental and climate change. We aimed to investigate the role of motivation in explaining pro-environmental behavior in Russia. In addition, the explanatory role of motivation was considered in relation to two other important predictors of pro-environmental behavior: environmental concern and connectedness to nature. The study had a cross-sectional design and involved 462 respondents (56.7% women; Mage = 36.73, SD = 11.77; 56.5% higher education; 60% residents of large cities). Multiple regression analysis and dominance analysis were used. Among the self-determined forms of motivation, internal and integrated motivation positively explained pro-environmental behavior, with integrated motivation explaining all behaviour types. Identified motivation did not significantly explain behavior. Among the non-self-determined forms, introjected motivation positively predicted behavior, extrinsic motivation showed mixed results, and amotivation was a negative predictor. Gender, age, and city size predicted behavior positively, while education and income predicted it negatively. In addition, integrated motivation was the dominant predictor for waste management behaviour, social behaviour and resource conservation behaviour. Age, income, and education were marginally dominant, compared to integrated motivation, predictors of sustainable purchases and climate-relevant behaviour (aiming to reduce carbon footprint). While being important predictors, intrinsic motivation, amotivation, environmental (biospheric) concern, and connectedness to nature, were less dominant compared to integrated motivation for all behaviour types.

Psychological Capital, Autonomous Motivation and Innovative Behavior: A Study Aimed at Employees in Social Networks.

The present study investigates the relationship between positive psychological capital (PsyCap) and innovative work behavior (IWB), as mediated by autonomous motivation and participative leadership moderation. The study was conducted on a sample of 246 employees from various public and private organizations, recruited through different social networks. The moderated mediation analysis provided evidence about the impact of employees' PsyCap on their innovative behavior at work. This behavior will be higher when individual factors (PsyCap) and social factors (participative leadership) interact with one of the most self-determined forms of motivation. Our findings highlight the importance of the individual's positive psychological capital in activating the resources and motivation, necessary to develop innovative behavior in employees, thus achieving organizational success in today's dynamic and competitive business environment. The results also confirmed the moderating effect of participative leadership on the relationship between autonomous motivation and innovative behavior of employees, supporting that the relationship will be stronger when participative leadership is higher. Theoretical and practical implications are discussed, as well as limitations and suggestions for future studies.

Latent profile analysis of physical activity motivation during behavioral weight loss treatment

Participants in behavioral weight loss (BWL) treatment often struggle to meet and maintain physical activity (PA) prescriptions; improving participants’ motivation for the behavior is a potential intervention strategy. Self-Determination Theory (SDT) outlines a continuum of qualitatively different dimensions of motivation, suggesting that more self-determined forms of motivation should predict more PA, whereas less self-determined forms of motivation should be unrelated or negatively related to PA. Although SDT has ample empirical support, most existing research in this area has used statistical analyses that oversimplify the complex, interdependent relationships between dimensions of motivation and behavior. This study’s purpose was to explore commonly occurring motivational “profiles” for PA based on the SDT dimensions of motivation (amotivation, external, introjected, integrated/identified, and intrinsic motivation) and how these profiles relate to PA behavior among participants with overweight/obesity (N = 281, 79.4% female) at baseline and six months into BWL treatment. Latent profile analysis determined that three motivational profiles fit the data best at both timepoints and the profile characterized by high self-determined (i.e., integrated/identified and intrinsic) motivation and moderate introjected motivation was by far the most common. There were no differences in physical activity behavior across motivational profiles, which contrasts previous literature. Findings suggest that participants who take the initiative to sign up for intensive BWL programs may have sufficiently high PA motivation, which may be a poor predictor of their actual behavior. Future research should examine these relationships later in treatment, when motivation may have more variability, as well as among participants who initiate lower-commitment weight loss programs (e.g., self-help).

Controlar o estilo e a motivação interpessoais em Educação Física: uma revisão sistemática

The teacher's interpersonal style has a significant role in the attitude and motivation of students, and although the current educational system suggests the use of more student-centered styles, in Physical Education (PE), traditional styles are still mainly used. The purpose was to analyze the relationship between teacher-controlling interpersonal style and student motivation in the context of PE classes. A search was carried out in WOS, Ebsco, Scopus and Cochrane taking into consideration the different inclusion criteria specified in the document. Forty-two publications were identified, from which six were selected that met the established eligibility criteria. It was concluded that the adoption by teachers of a controlling interpersonal style is closely related to less self-determined forms of motivation, generating a negative classroom environment conditioned by the lack of student autonomy, and therefore the adoption of more innovative and active methodologies centered on the students is suggested.

The Mediating Role of Motivational Regulation on the Relationship of Emotional Intelligence with Physical Activity in Spanish Schoolchildren.

The present study aimed to analyze the mediating role of different types of motivational regulations in the relationship established between emotional intelligence and physical activity. Participants were 431 secondary school students aged 12 to 16 years, 51.5% females (13.59 ± 1.03 years) and 48.5% males (13.50 ± 0.94 years), who completed a self-reported questionnaire of emotional intelligence, motivation and physical activity. The results showed a statistically significant positive association between emotional intelligence, physical activity, and more self-determined forms of motivation (intrinsic regulation, identified regulation and introjected regulation) (p < 0.05). Several mediation models were also presented that confirmed the mediating value of the more self-determined motivational regulations in the association established between emotional intelligence and physical activity, with the indirect effects being significant for intrinsic regulation, identified regulation, and introjected regulation (p < 0.05). Finally, we conclude on the importance of the management of emotions in order to propitiate a suitable motivational state that leads to physical activity. Therefore, this study highlights the importance of emotional intelligence for the practice of different forms of physical activity in young people.

Clustering of motivational constructs based on self-determination theory for diet and physical activity and their associations with behaviour: a cross-sectional study.

The present study explored whether motivational constructs for diet and physical activity (PA) cluster and how these motivational constructs relate to dietary and PA behaviour. Data of 1142 participants were used from a randomised controlled trial examining the effects of a web-based diet and PA promotion intervention based on self-determination theory and motivational interviewing. Motivation was assessed using the Treatment Self-Regulation Questionnaire and Behavioural Regulation in Exercise Questionnaire. The dietary outcomes were measured using an adapted Food Frequency Questionnaire. PA was assessed using the Short QUestionnaire to ASsess Health. Spearman rank-order correlations showed large correlation coefficients (rs ≥ 0⋅63) between similar motivational constructs between the two lifestyle domains, except for intrinsic motivation where a medium correlation coefficient was found (rs = 0⋅41). Furthermore, the exploratory factor analysis illustrated that more self-determined forms of motivation seem to be more domain-specific. In contrast, non-self-determined forms of motivation seem to be domain-independent. Last, regression analyses demonstrated that intrinsic motivation towards PA was the only motivational construct significantly positively associated with all PA sub-behaviours (standardised regression coefficients ranging from 0⋅17 to 0⋅28, all P < 0⋅0125). Intrinsic motivation to eat healthily was significantly positively associated with fruits, vegetables and fish intake (standardised regression coefficients ranging from 0⋅11 to 0⋅16, all P < 0⋅0125), but not with unhealthy snacks. Insight of this exploratory study is useful for understanding the interrelationships of motivational induced behaviours, the development of interventions targeting multiple behaviours, and the construction of questionnaires.

Barriers to the Practice of Sport and Physical Activity from the Perspective of Self-Determination Theory

The practice of sport and physical activity can be hampered by the presence of amotivation, the frustration of basic psychological needs, and barriers to carrying out that practice. Based on the principles of self-determination theory (SDT), the objective of this study was to analyze the relationship of these variables and assess differences based on age, sex, residential independence, academic/employment situation, and prior sport and physical activity. The sample comprised 102 individuals, aged between 18 and 25 (M = 21.61; SD = 2.04), who completed the Behavioral Regulation in Exercise Questionnaire, the Frustration of Psychological Needs in Physical Exercise Scale, and the Self-Perceived Barriers of Physical Activity Questionnaire. Our results showed that participants had high values of controlled motivation, the frustration of the basic psychological need for competence, and high values for the barrier of obligations/lack of time. We found a significant and positive association between the frustration of the basic psychological need for competence and the barriers present in the practice of physical activity. Moreover, we found that women reported experiencing body image/anxiety as a barrier to practicing sport and physical activity more than men and individuals aged 22–25 years experiencing obligations/lack of time as a barrier more than the those aged 18 to 21 years. Practical applications were proposed to avoid the frustration of basic psychological needs, increase the most self-determined forms of motivation, and reduce barriers to the practice of sport and physical activity.

Differences and similarities in adolescents' academic motivation across socioeconomic and immigrant backgrounds

The study, based on Self-Determination Theory (SDT), investigated the similarities and differences in the academic motivation of adolescents with different socioeconomic status (SES) and immigrant backgrounds. Exploratory Structural Equation Modelling (ESEM) analyses were conducted on data from a representative sample of 26,598 Italian adolescents. While the structure of academic motivation proposed by SDT (i.e. the self-determination continuum) proved to be invariant across different SES and immigrant backgrounds, different groups were characterised by specific types of motivation. Adolescents with a low SES had lower levels of intrinsic motivation and identified regulation, together with higher levels of amotivation and external regulation than their peers with high SES. Immigrant adolescents had lower levels of identified regulation and higher levels of amotivation, external and introjected regulation than natives. While confirming the universality of the structure of motivation postulated by SDT, our findings show that in disadvantageous social and economic conditions the more self-determined forms of motivation can be weakened, thereby exacerbating the difficult conditions of disadvantaged adolescents.

ANÁLISIS DE LA ACTIVIDAD FÍSICA Y ESTILOS DE VIDA EN ESTUDIANTES UNIVERSITARIOS

El objetivo de este estudio fue analizar las relaciones entre las formas de motivación autodeterminadas, las necesidades psicológicas básicas y variables pertenecientes a estilos de vida saludables, así como hallar las diferencias en función del género, en estudiantes universitarios. Los cuestionarios validados se aplicaron a una muestra de 218 sujetos, 79 chicos y 139 chicas (M = 20,80 años; DT = 2,12). Los resultados mostraron que las formas de motivación más autodeterminadas se relacionaron de forma positiva con las necesidades psicológicas básicas, y con variables de estilo de vida que realzan la salud, y de manera negativa con el consumo de tabaco. Además, los chicos presentaron niveles más altos que las chicas en motivación intrínseca y extrínseca, necesidades psicológicas básicas, hábitos alimenticios, hábitos de descanso y práctica de actividad física. Se destaca la importancia de fomentar estrategias motivacionales para fomentar en los estudiantes un estilo de vida saludable.

Motivational Variables to Predict Autotelic Experience and Enjoyment of Students. Analysis in Function of Environment and Sports Practice

The aim of this study was to find out how self-determined motivation, Basic Psychological Needs (BPN) and the perception of support influence autonomy-predicted autotelic experience and enjoyment, and to analyse the differences depending on the geographical location of the centre and whether they lead to the practice of physical activity, extracurricular or not, of 271 learners in physical education from 10 to 12 years (M = 10.94, SD = 0.73). The theoretical framework used was the Self-Determination Theory. The results showed that more self-determined motivation, the perception of support for autonomy and BPN positively predict both autotelic experience and enjoyment. Moreover, learners from urban areas have higher values in less self-determined forms of motivation and lower levels of perceived support for autonomy and BPN than learners from rural areas. Furthermore, students who carry out extracurricular physical activity had higher values in all variables compared to those who did not. It is essential to promote sport to students with more self-determined forms of motivation through the satisfaction of BPN, especially in students who do not do extracurricular physical activity and students in urban areas.

Motivations, work–family enrichment and job satisfaction: an indirect effects model

PurposeIncreasingly, leaders are faced with complex, difficult and demanding situations that challenge their very sense of self, including their workplace wellbeing. It has been suggested that this challenge can be mitigated for leaders by pursuing goals and activities that reflect their beliefs, interests and values. As such, leaders whose motivations reflect intrinsic and self-congruent beliefs and values are likely to experience beneficial wellbeing, yet, reviewing this from a self-determination theory (SDT) lens, the authors find this assertion remains to be fully tested. Concurrently, the work–family enrichment (WFE) literature highlights that potential positive synergies exist between work and home. The authors further argue that this synergy may also provide greater insight and understanding into the quality of leaders’ motivation and wellbeing, and as such also requires attention. As such, the purpose of this paper is to examine the path to wellbeing for leaders and includes leaders’ “whole lives” (including enrichment) and not just their work lives (motivations).Design/methodology/approachQuantitative research including two studies of 386 junior/senior leaders and 205 CEOs, investigated the role of motivation as defined by SDT and WFE towards leaders’ job satisfaction. Hypotheses were tested using SEM in AMOS to assess the direct and meditational effects of the study variables.FindingsA partial mediation model was found to best fit the data for both studies. In study 1, the effects of self-determined motivation dimensions on job satisfaction were fully mediated by WFE and family–work enrichment (FWE). However, the non-self-determined dimensions of SDT motivations were directly and negatively related to job satisfaction and enrichment. In study 2, self-determined forms of motivation were positively related to WFE and FWE and job satisfaction, while only WFE was positively related to job satisfaction. The non-self-determined dimensions of SDT motivations were directly and negatively related to WFE and job satisfaction.Research limitations/implicationsOverall, both studies show that the influence of motivations on job satisfaction of leaders is better understood through enrichment. As such organisations are encouraged to enhance both leader’s motivations, and enrichment, in order to facilitate a path to job satisfaction.Originality/valueThis paper is the first to test over two studies and levels of leadership, motivation and enrichment for leaders. As such this paper provides a novel “path” to wellbeing that includes aspects of the leaders’ motivation, as well as the importance of leaders’ enrichment and home domain. Overall the authors suggest that leaders’ “whole” lives play a role in their job satisfaction, and this is important to understand as the authors try to resource leaders, who work in an increasingly demanding workplace environment.

Relationships between elite adolescent athletes' perceptions of parental behaviors and their motivational processes: Does sex matter?

This study aimed to: (a) examine the relationships between high-level athletes' perceptions of mothers' and fathers' behaviors, their satisfaction of basic psychological needs, and sport motivation and (b) explore whether the sex of the athlete moderated the aforementioned relationships. A total of 333 adolescent athletes involved in intensive training settings completed the Parental Involvement in Sport Questionnaire (PISQ), the Behavioral Regulation in Sport Questionnaire (BRSQ) and the Basic Need Satisfaction in Sporting Context Scale (BNSSS). Data were examined using correlational analyses and partial least square path modeling (PLS-PM). The PLS-PM revealed that father's perceived pressure positively predicted maladaptive outcomes (controlled forms of motivation and amotivation). Perceptions of the mothers' and fathers' praise and understanding positively predicted adaptive athletes' outcomes (self-determined forms of motivation and satisfaction of competence and relatedness), whereas the mothers' and fathers' perceived pressure negatively predicted such adaptive outcomes. Furthermore, differences regarding the aforementioned relationships between mother's and father's behaviors and athletes' outcomes were highlighted across their sex. More significant relationships emerged for boys versus girls and between athletes' outcomes and the perceived behaviors of the same-sex parents. In particular, the direction of relationships between introjected regulation and two parental behaviors (i.e. perception of father's directive behaviors and perception of mother's pressure) was reversed for boys and girls. As a whole, this study highlighted that both parent's and child's sex should be evaluated to understand sport parenting.

Exercise motivational regulations and exercise addiction: The mediating role of passion.

Background and aimsThe study explored the mediating role of forms of passion in the relationship between motivational regulations in exercise and exercise addiction (EA).MethodsA total of 485 university students (368 males and 117 females; Mage = 20.43, SD = 3.21) completed a questionnaire measuring the frequency and intensity of exercise, motivational regulations in exercise, passion for exercise, and EA. Controlling the effects of age, frequency, and intensity of practice, the relationships between the study variables were examined though a path analysis.ResultsBoth self-determined and non-self-determined forms of motivation showed positive association with EA. The forms of motivation with greatest predictive power for EA were introjected and integrated regulations. Both forms of motivation had positive direct and indirect effects through obsessive passion (OP) on EA; however, integrated regulation also showed negative indirect effects through harmonious passion on EA.ConclusionsBoth forms of passion and, especially, OP, seem to affect how motivational regulations are associated with EA. These findings clarify the association found in previous studies between self-determined forms of motivation and EA.

블랜디드 러닝과 전통 영어 학습에서 심리 유형과 동기유형간 상관관계 비교 연구

The purpose of this study is to investigate the correlation of psychological needs and motivational orientations in EFL Blended Learning(BL) and Traditional face-to-face Learning (TL). Two types of questionnaires from Self-Determination Theory (SDT) perspectives were employed: 1) basic psychological needs (autonomy, competence, and relatedness) 2) motivational orientations (amotivation, extrinsic regulation, introjected regulation, identified regulation, and intrinsic regulation). The results were as follows: First, identified regulation, and intrinsic regulation were more positively correlated than the other adjacent regulations in both BL and TL. Second, in BL, basic psychological needs were more strongly related to intrinsic motivation than to less self-determined forms of motivation. Third, the students of BL were inclined to be autonomously and intrinsically motivated, while those in TL tended to be somewhat extrinsically motivated. Pedagogical implications are provided and further studies are discussed.

Estrategias didácticas y motivacionales en las clases de educación física desde la teoría de la autodeterminación

The objective of this article is to explain the physical education teaching from a motivational perspective, trying to help teachers promote students’ autonomous physical activity. In the first section, I explain the concepts established by self-determination theory, showing the importance of satisfying students’ basic psychological needs (autonomy, competence, and relatedness) to achieve more self-determined forms of motivation (participating in physical education for enjoyment, integrating it in lifestyle, and considering it important) and positive consequences, such as learning or adherence to physical activity. In the second section, I provide specific motivational strategies, with clear examples, for the physical education teacher to satisfy each basic psychological need of the students. Finally, I explain how the sport education model, as an example of a teaching model that tries to connect the educational and leisure contexts, can help to satisfy the basic psychological needs. This article hopes to give a new focus to the physical education teaching, facilitating the teacher work and becoming a practical resource.

Análisis de las relaciones entre variables motivacionales y ansiedad en judocas competidores

El judo de alto rendimiento se encuentra en continua evolución, explorándose nuevas formas de enseñanza y entrenamiento, que faciliten conducir al judoca hacia el éxito.&#x0D; El objetivo del presente trabajo fue analizar las relaciones que se establecen entre los diferentes tipos de motivación autodeterminada, necesidades psicológicas básicas, ansiedad cognitiva, ansiedad somática y autoconfianza en judocas competidores.&#x0D; Se analizó una muestra de 124 judocas competidores, 36 mujeres y 88 hombres pertenecientes a 16 clubes de toda España, cuyas categorías iban desde infantil hasta senior, con edades comprendidas entre los 12 y los 37 años.&#x0D; Para llevar a cabo dicho estudio, se pasaron los cuestionarios de Behavioral Regulation in Sport Questionnaire, para medir el nivel de motivación autodeterminada; el Psychological Need Satisfaction in Exercise Scale, para medir la satisfacción de las necesidades psicológicas básicas y el Revised Competitive State Anxiety Inventory, para medir el estado de ansiedad.&#x0D; Los resultados mostraron que la motivación intrínseca, correlacionó de forma positiva y significativa con la necesidad psicológica básica de competencia además de la autoconfianza en su dimensión intensidad. Por otro lado, la desmotivación, la regulación externa y la ansiedad somática en su dimensión intensidad, correlacionaron negativa y significativamente con la motivación intrínseca.&#x0D; Por consiguiente, los entrenadores tendrían que satisfacer las necesidades psicológicas básicas de los judocas, con el fin de provocar un aumento de las formas de motivación más autodeterminadas, pudiendo originar ello una mejora de la autoconfianza y una reducción de los niveles del estado de ansiedad.

Validity evidence for the adaptation of the State Mindfulness Scale for Physical Activity (SMS-PA) in Spanish youth.

Mindfulness is an increasingly popular construct with promise in enhancing multiple positive health outcomes. Physical activity is an important behavior for enhancing overall health, but no Spanish language scale exists to test how mindfulness during physical activity may facilitate physical activity motivation or behavior. This study examined the validity of a Spanish adaption of a new scale, the State Mindfulness Scale for Physical Activity, to assess mindfulness during a specific experience of physical activity. Spanish youths (N = 502) completed a cross-sectional survey of state mindfulness during physical activity and physical activity motivation regulations based on Self-Determination Theory. A high-order model fit the data well and supports the use of one general state mindfulness factor or the use of separate subscales of mindfulness of mental (e.g., thoughts, emotions) and body (physical movement, muscles) aspects of the experience. Internal consistency reliability was good for the general scale and both sub-scales. The pattern of correlations with motivation regulations provides further support for construct validity with significant and positive correlations with self-determined forms of motivation and significant and negative correlations with external regulation and amotivation. Initial validity evidence is promising for the use of the adapted measure.

Getting gritty about practice and success: Motivational characteristics of great performers.

We consider the data reported in the target article with respect to key motivational frameworks and characteristics, including grit and self-determined forms of motivation. Empirical data are reviewed that highlight the relationships between these concepts and practice and success. We highlight the concept of grit as a defining characteristic of the super-elite athletes, in reference to both their continued perseverance in the face of obstacles, as well as the increased motivation seemingly caused by such obstacles or setbacks. We discuss the dynamic nature of motivation with respect to cross-sectional and longitudinal age-related comparisons in athletes. Such research is necessary to better understand the characteristics that are potentially transitory or that are a consequence of success, rather than being causal in nature. In the final section, we provide evidence consistent with a profile of a super-elite athlete that is best defined with respect to coexisting types of motivations that have traditionally been considered both positive and negative with respect to their outcomes. The between group comparisons of highly successful athletes in the target article, is unusual yet important if we are to better understand the psychosocial profiles necessary to succeed, that are unbiased by age, practice, and competition experience.

Efecto de una intervención docente para la mejora de variables motivacionales situacionales en Educación Física (An educational intervention for improving situational motivational variables in Physical Education)

El presente estudio pretende evaluar el desarrollo de una intervención docente en una unidad didáctica y comprobar su efecto sobre diferentes variables motivacionales a nivel situacional, a partir de las premisas de la teoría de las metas de logro (Nicholls, 1989) y de la teoría de la autodeterminación (Ryan &amp; Deci, 2002). Se realizó un estudio cuasi-experimental a lo largo de una secuencia de tres unidades didácticas integradas en la programación didáctica anual del profesor de EF. En la unidad experimental de salto con combas se aplicaron una serie de estrategias vinculadas a las áreas TARGET (Ames, 1992) y en las dos unidades control no hubo ningún tipo de manipulación en la intervención. En el estudio participaron un total de 92 alumnos de 1º de Educación Secundaria Obligatoria, con edades comprendidas entre los 11 y 14 años. Los instrumentos utilizados midieron al final de las tres unidades didácticas distintas variables situacionales: el clima motivacional, las necesidades psicológicas básicas, la motivación autodeterminada y la diversión. Los resultados mostraron en la unidad didáctica experimental, respecto a las unidades control, una mayor percepción del clima tarea, una mayor satisfacción de las necesidades psicológicas básicas, una mayor motivación autodeterminada y una mayor diversión en el alumnado. Por tanto, la eficacia de esta intervención refleja la importancia de implementar estrategias relativas a las áreas TARGET en las clases de Educación Física para generar un clima tarea, influyendo de esta forma en la motivación y diversión de los alumnos. Palabras clave: intervención docente; motivación del alumnado; necesidades psicológicas básicas; diversión; educación física; áreas TARGET.Abstract: This study aims to evaluate the development of a teacher intervention in a didactic unit and to check their effect on different motivational situational variables, based on the achievement goal theory (Nicholls, 1989) and the self-determination theory (Ryan &amp; Deci, 2002). We proposed a quasi-experimental study during a sequence of three didactic units which belong to the physical education program. A series of strategies connected with TARGET areas were applied in the experimental jumping rope unit and there wasn´t any kind of manipulation in the intervention in the two control units. In this study, 92 Physical Education 1st year compulsory secondary education students, aged between 11 and 14 years, were involved. The instruments measured different situational variables at the end of the three didactic units: motivational climate, basic psychological needs, self-determined motivation and enjoyment. The results in the experimental unit, respect to control units, showed greater task climate, greater satisfaction of basic psychological needs, greater self-determined forms of motivation as well as greater enjoyment of the students. Therefore, the effectiveness of this intervention reflects the importance of the implementation of strategies related to TARGET areas in the physical education lessons to improve the task climate, so it influences student motivation and enjoyment of the students. Key words:teacher intervention; student motivation; basic psychological needs; enjoyment; physical education; TARGET areas.

Sizing up physical activity: The relationships between dog characteristics, dog owners' motivations, and dog walking

ObjectiveRegular dog walking is likely a symbiotic relationship between the needs of the dog and its owner. This relationship has seen limited attention. The purpose of this study was to examine the relationships between dog characteristics, dog owners' perceptions of responsibility and attachment to their dogs, and the qualities of dog owner exercise motivations (self-determined regulations) with dog walking behavior. MethodParticipants were 228 adult dog owners who completed an online survey that included demographics, dog walking, dog responsibility/attachment and exercise regulations. ResultsUsing mediation procedures, the results showed that the owner's sense of dog walking responsibility and walking relationship was completely mediated by identified (indirect β = .06; bootstrapped lower CI = .02, bootstrapped higher CI = .17) and intrinsic (β = .05; bootstrapped lower CI = .01, bootstrapped higher CI = .15) regulations but these regulations could not account for substantial variance in the dog-related factors. Instead, intrinsic regulation (β = .27), identified regulation (β = .20), dog size (β = .22), and energy level of the dog (β = .13) all contributed to explain 30% of walking behavior. ConclusionA sense of responsibility to walk the dog, generally the most reliable correlate in past dog walking research, appears to align with more self-determined forms of motivation than controlled. The findings, however, support the premise that dog walking behavior may be a complex mix of human and dog-related factors. This dog and owner relationship may need consideration for successful future dog walking promotion initiatives.