421
Views
5
CrossRef citations to date
0
Altmetric
North America

Testing a model of personal attributes and emotions regarding physical activity and sedentary behaviour

ORCID Icon
Pages 848-865 | Received 31 Oct 2019, Accepted 28 Feb 2020, Published online: 10 Mar 2020

References

  • Barkoukis, V., Ntoumanis, N., & Thogersen-Ntoumani, C. (2010). Developmental changes in achievement motivation and affect in physical education: Growth trajectories and demographic differences. Psychology of Sport and Exercise, 11, 83–90. doi: https://doi.org/10.1016/j.psychsport.2009.04.008
  • Barr-Anderson, D. J., Neumark-Sztainer, D., Schmitz, K. H., … Pate, R. R. (2008). But I like PE: Factors associated with enjoyment of physical education class in middle school girls. Research Quarterly for Exercise and Sport, 79, 18–27.
  • Biddle, S., Wang, C. K. J., Kavussanu, M., & Spray, C. (2003). Correlates of achievement goal orientations in physical activity: A systematic review of research. European Journal of Sport Science, 3, 1–20. doi: https://doi.org/10.1080/17461390300073504
  • Bong, M. (2001). Between- and within-domain relations of motivation among middle and high school students: Self-efficacy, task value, and achievement goals. Journal of Educational Psychology, 93, 23–34. doi: https://doi.org/10.1037/0022-0663.93.1.23
  • Bong, M. (2001). Between-and within-domain relations of motivation among middle school and high school students: Self-efficacy, task value, and achievement goals. Journal of Educational Psychology, 93, 23–34. doi: https://doi.org/10.1037/0022-0663.93.1.23
  • Brown, T. A. (2015). Confirmatory factor analysis for applied research (2nd ed.). New York, NY: Guilford Press.
  • Chu, A. H. Y., Ng, S. H. X., Koh, D., & Muller-Riemenschneider, F. (2015). Reliability and validity of the self- and interviewer-administered versions of the global physical activity questionnaire (GPAQ). PLoS One, 10, 1–18.
  • Daschmann, E., Goetz, T., & Stupnisky, R. (2014). Exploring the antecedents of boredom: Do teachers know why students are bored? Teaching and Teacher Education, 39, 22–30. doi: https://doi.org/10.1016/j.tate.2013.11.009
  • Deci, E., & Ryan, R. (2002). Overview of self-determination theory: An organismic dialectical perspective. In E. Deci, & R. Ryan (Eds.), Handbook on self-determination research (pp. 3–33). Rochester, NY: University of Rochester Press.
  • Deforche, B., Van Dyck, D., Deliens, T., & De Bourdeuhuij, I. (2015). Changes in weight, physical activity, sedentary behavior and dietary intake during the transition to higher education: A prospective study. International Journal of Behavioral Nutrition, 12, 16–25.
  • Ekkekakis, P., & Brand, R. (2019). Affective responses to and automatic affective valuations of physical activity: Fifty years of progress on the seminal question in exercise psychology. Psychology of Sport and Exercise, 42, 130–137. doi: https://doi.org/10.1016/j.psychsport.2018.12.018
  • Ekkekakis, P., & Zenko, Z. (2016). Escape from cognitivism: Exercise as hedonic experience. In M. Raab, P. Wylleman, R. Seiler, A. M. Elbe, & A. Hatzigeorgiadis (Eds.), Sport and exercise psychology research from theory to practice (pp. 389–414). London: Academic Press.
  • Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In A. Elliot, & C. Dweck (Eds.), Handbook of competence and motivation (pp. 52–72). New York, NY: Guilford Publications.
  • Enders, C. K. (2010). Applied missing data analysis. New York, NY: Guilford Press.
  • Fredrickson, B. L. (2001). The role of positive emotions in positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56, 218–226. doi: https://doi.org/10.1037/0003-066X.56.3.218
  • Frenzel, A., Pekrun, R., & Goetz, T. (2007). Girls and mathematics – A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education, 22, 497–514. doi: https://doi.org/10.1007/BF03173468
  • Garn, A. C., McCaughtry, N., Martin, J., Shen, B., & Fahlman, M. (2012). A basic needs theory investigation of adolescents’ physical self-concept and global self-esteem. International Journal of Sport and Exercise Psychology, 10, 314–328. doi: https://doi.org/10.1080/1612197X.2012.705521
  • Garn, A. C., Simonton, K. L., Dasinger, T., & Simonton, A. (2017). Predicting changes in student engagement in university physical education: Application of control-value theory of achievement emotions. Psychology of Sport and Exercise, 29, 93–102. doi: https://doi.org/10.1016/j.psychsport.2016.12.005
  • Gilchrist, J. D., Conroy, D. E., & Sabiston, C. M. (2017). Experienced and anticipated pride and shame as predictors of goal-directed behavior. Journal of Sport and Exercise Psychology, 39, 438–442. doi: https://doi.org/10.1123/jsep.2017-0011
  • Goetz, T., Frenzel, A. C., Pekrun, R., & Hall, N. (2006). The domain specificity of academic emotional experiences. Journal of Experimental Education, 75, 5–29. doi: https://doi.org/10.3200/JEXE.75.1.5-29
  • Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York, NY: Guilford Press.
  • Hogan, C. L., Catalino, L. I., Mata, J., & Fredrickson, B. L. (2015). Beyond emotional benefits: Physical activity and sedentary behavior affect psychosocial resources through emotions. Psychology & Health, 3, 354–369. doi: https://doi.org/10.1080/08870446.2014.973410
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. doi: https://doi.org/10.1080/10705519909540118
  • Jaakkola, T., Yli-Piipari, S., Watt, A., & Liukkonen, J. (2016). Perceived physical competence towards physical activity, and motivation and enjoyment in physical education as longitudinal predictors of adolescents’ self-reported physical activity. Journal of Science and Medicine in Sport, 19, 750–754. doi: https://doi.org/10.1016/j.jsams.2015.11.003
  • Kilpatrick, M., Hebert, E., & Bartholomew, J. (2016). College students’ motivation for physical activity: Differentiating men’s and women’s motives for sport participation and exercise. Journal of American College Health, 54, 87–94. doi: https://doi.org/10.3200/JACH.54.2.87-94
  • Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). New York, NY: Guilford Press.
  • Ladwig, M. A., Vazou, S., & Ekkekakis, P. (2018). My best memory is when I was done with it: PE memories are associated with adult sedentary behavior. Translational Journal of the American College of Sports Medicine, 3, 119–129. doi: https://doi.org/10.1249/TJX.0000000000000067
  • Linnenbrink-Garcia, G., Patall, E. A., & Pekrun, R. (2016). Adaptive motivation and emotion in education: Research and principles for instructional design. Climate, Motivation, and Emotion, 3, 228–236.
  • Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31, 313–327. doi: https://doi.org/10.1080/02796015.2002.12086158
  • Little, T. D. (2013). Longitudinal structural equation modeling. New York, NY: Guilford Press.
  • McAuley, E., Duncan, T., & Tammen, V. V. (1989). Psychometric properties of the intrinsic motivation inventory in a competitive sport setting: A confirmatory factor analysis. Research Quarterly for Exercise and Sport, 60, 48–58. doi: https://doi.org/10.1080/02701367.1989.10607413
  • Metos, J., Gren, L., Brusseau, T., & Frost, C. (2018). Adolescent girls’ reactions to nutrition and physical activity assessment tools and insight into lifestyle habits. Health Education Journal, 77, 85–95. doi: https://doi.org/10.1177/0017896917734575
  • Mouratidis, A., Vansteenkiste, M., Lens, W., & Auweele, Y. A. (2009). Beyond positive and negative affect: Achievement goals and discrete emotions in elementary physical education classroom. Psychology of Sport and Exercise, 10, 336–343. doi: https://doi.org/10.1016/j.psychsport.2008.11.004
  • Ntoumanis, N., Pensgaard, A., Martin, C., & Pipe, K. (2004). An idiographic analysis of amotivation in compulsory school physical education. Journal of Sport and Exercise Psychology, 26, 197–214. doi: https://doi.org/10.1123/jsep.26.2.197
  • Parker, P. C., Perry, R. P., Chipperfield, J. G., Hamm, J. M., & Pekrun, R. (2018). An attribution-based motivation treatment for low control students who are bored in online learning environments. Motivation Science, 4, 177–184. doi: https://doi.org/10.1037/mot0000081
  • Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341. doi: https://doi.org/10.1007/s10648-006-9029-9
  • Pekrun, R. (2017). Emotion and achievement during adolescence. Child Development Perspectives, 0, 1–7.
  • Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101, 115–135. doi: https://doi.org/10.1037/a0013383
  • Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In P. A. Schutz, & R. Pekrun (Eds.), Emotion in education (pp. 13–36). Amsterdam: Academic Press.
  • Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring student emotions in student’s learning and performance: The achievement emotions questionnaire (AEQ). Contemporary Educational Psychology, 36, 36–48. doi: https://doi.org/10.1016/j.cedpsych.2010.10.002
  • Pekrun, R., Goetz, T., Perry, J., Kramer, K., Hochstadt, M., & Molfenter, S. (2004). Beyond test anxiety: Development and validation of the test emotions questionnaire (TEQ). Anxiety, Stress, and Coping, 17, 287–316. doi: https://doi.org/10.1080/10615800412331303847
  • Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37, 91–106. doi: https://doi.org/10.1207/S15326985EP3702_4
  • Peres, C., Curry, F., Famose, J.-P., & Sarrazin, P. (2002). When anxiety is not always a handicap in physical education and sport: Some implications of the defensive pessimism strategy. European Journal of Spot Science, 1, 1–9.
  • Perry, J., Chipperfield, S., Hladkyj, S., Pekrun, R., & Hamm, J. M. (2014). Attribution-based treatment interventions in achievement settings. In S. Karabenick & T. Urdan (Eds.), Advances in motivation and achievement: Motivational intervention (pp. 1–35). Bingley, United Kingdom: Emerald Publishing.
  • Putwain, D. W., Pekrun, R., Nicholson, L. J., Symes, W., Becker, S., & Marsh, H. W. (2018). Control-value appraisals, enjoyment, and boredom in mathematics: A longitudinal latent interaction analysis. American Educational Research Journal, 55, 1339–1368. doi: https://doi.org/10.3102/0002831218786689
  • Reeve, J. (2016). A grant theory of motivation: Why not? Motivation and Emotion, 40, 31–35. doi: https://doi.org/10.1007/s11031-015-9538-2
  • Schutz, P. A., & Pekrun, R. (2007). Emotion in education. Burlington, MA: Academic Press.
  • Shuman, V., & Sherer, K. (2015). Psychological structure of emotions. International Encyclopedia of Social and Behavioral Science, 7, 526–533. doi: https://doi.org/10.1016/B978-0-08-097086-8.25007-1
  • Simonton, K. L., & Garn, A. C. (2019). Exploring achievement emotions in physical education: The potential for the control-value theory of achievement emotions. Quest (grand Rapids, Mich ), 71, 434–446.
  • Simonton, K. L., Garn, A. C., & Solmon, M. A. (2017). Class-related emotions in secondary physical education: A control-value theory approach. Journal of Teaching in Physical Education, 36, 409–418. doi: https://doi.org/10.1123/jtpe.2016-0131
  • Standage, M., Duda, J. L., & Ntoumanis, N. (2003). A model of contextual motivation in physical education: An integration of self-determination and goal perspective theories in predicting leisure time exercise and intentions. Journal of Educational Psychology, 95, 97–110. doi: https://doi.org/10.1037/0022-0663.95.1.97
  • U.S. Department of Health and Human Services. (2010). Healthy people 2020. Retrieved from http://www.healthypeople.gov/2020
  • Vallerand, R. J. (2007). A hierarchical model of intrinsic and extrinsic motivation for sport and physical activity. In M. S. Hagger, & N. L. D. Chatzisarantis (Eds.), Intrinsic motivation and self-determination in exercise and sport (pp. 255–279). Champaign, IL: Human Kinetics.
  • Viira, R., & Raudsepp, L. (2000). Achievement goal orientations, beliefs about sport success and sport emotions as related to moderate to vigorous physical activity of adolescents. Psychology and Health, 15, 625–633. doi: https://doi.org/10.1080/08870440008405475
  • Wigfield, A., & Eccles, J. S. (2002). The development of competence beliefs, expectancies for success, and achievement values with childhood through adolescents. In A. Wigfield, & J. S. Eccles (Eds.), Development of achievement motivation (pp. 91–120). San Diego, CA: Academic Press.
  • Yli-Piipari, S., Barkoukis, V., Jaakkola, T., & Liukkonen, J. (2013). The effect of physical education goal orientations and enjoyment in adolescent physical activity: A parallel process latent growth analysis. Sport, Exercise, and Performance Psychology, 2, 15–31. doi: https://doi.org/10.1037/a0029806
  • Yli-Piipari, S., Watt, A., Jaakkola, T., Liukkonen, J., & Nurmi, J. (2009). Relationships between physical education students’ motivational profiles, enjoyment, state anxiety, and self-reported physical activity. Journal of Sports Science and Medicine, 8, 327–336.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.