3,249
Views
37
CrossRef citations to date
0
Altmetric
Research Article

Autonomy support in sport and exercise settings: a systematic review and meta-analysis

ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon
Pages 540-563 | Received 11 Aug 2021, Accepted 10 Jan 2022, Published online: 02 Feb 2022

References

  • Adie, J. W., Duda, J. L., & Ntoumanis, N. (2012). Perceived coach-autonomy support, basic need satisfaction and the well- and ill-being of elite youth soccer players: A longitudinal investigation. Psychology of Sport and Exercise, 13(1), 51–59. https://doi.org/10.1016/j.psychsport.2011.07.008
  • Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J. R., & Reeve, J. (2019). Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach. Journal of Educational Psychology, 111(3), 497–521. https://doi.org/10.1037/edu0000293
  • Allen, J. B. (2006). The perceived belonging in sport scale: Examining validity. Psychology of Sport and Exercise, 7(4), 387–405. https://doi.org/10.1016/j.psychsport.2005.09.004
  • Almagro, B. J., Sáenz-López, P., & Moreno, J. A. (2010). Prediction of sport adherence through the influence of autonomy-supportive coaching among Spanish adolescent athletes. Journal of Sports Science and Medicine, 9(1), 8–14. https://doaj.org/article/632b925b51db4b5d8e30efdfc1ac0dd4
  • Amorose, A. J., & Anderson-Butcher, D. (2015). Exploring the independent and interactive effects of autonomy-supportive and controlling coaching behaviors on adolescent athletes’ motivation for sport. Sport, Exercise, and Performance Psychology, 4(3), 206–218. https://doi.org/10.1037/spy0000038
  • Balaguer, I., González, L., Fabra, P., Castillo, I., Mercé, J., & Duda, J. L. (2012). Coaches’ interpersonal style, basic psychological needs and the well-and ill-being of young soccer players: A longitudinal analysis. Journal of Sports Sciences, 30(15), 1619–1629. https://doi.org/10.1080/02640414.2012.731517
  • Banack, H. R., Sabiston, C. M., & Bloom, G. A. (2011). Coach autonomy support, basic need satisfaction, and intrinsic motivation of paralympic athletes. Research Quarterly for Exercise and Sport, 82(4), 722–730. https://doi.org/10.1080/02701367.2011.10599809
  • Bartholomew, K. J., Ntoumanis, N., Ryan, R. M., Bosch, J. A., & Thogersen-Ntoumani, C. (2011). Self-determination theory and diminished functioning: The role of interpersonal control and psychological need thwarting. Personality and Social Psychology Bulletin, 37(11), 1459–1473. https://doi.org/10.1177/0146167211413125
  • Bartholomew, K. J., Ntoumanis, N., & Thøgersen-Ntoumani, C. (2010). The controlling interpersonal style in a coaching context: Development and initial validation of a psychometric scale. Journal of Sport and Exercise Psychology, 32(2), 193–216. https://doi.org/10.1123/jsep.32.2.193
  • Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497–529. https://doi.org/10.1037/0033-2909.117.3.497
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. Wiley.
  • Brière, N. M., Vallerand, R. J., Blais, M. R., & Pelletier, L. G. (1995). Development and validation of a scale on intrinsic and extrinsic motivation and lack of motivation in sports: The scale on motivation in sports. International Journal of Sport Psychology, 26, 465–489.
  • Cartwright, N. (2010). What are randomised controlled trials good for? Philosophical Studies, 147(1), 59–70. https://doi.org/10.1007/s11098-009-9450-2
  • Cheon, S. H., & Reeve, J. (2013). Do the benefits from autonomy-supportive PE teacher training programs endure?: A one-year follow-up investigation. Psychology of Sport and Exercise, 14(4), 508–518. https://doi.org/10.1016/j.psychsport.2013.02.002
  • Cheon, S. H., Reeve, J., Lee, Y., & Lee, J. (2018). Why autonomy-supportive interventions work: Explaining the professional development of teachers’ motivating style. Teaching and Teacher Education, 69, 43–51. https://doi.org/10.1016/j.tate.2017.09.022
  • Chirkov, V. I. (2009). A cross-cultural analysis of autonomy in education: A self-determination theory perspective. Theory and Research in Education, 7(2), 253–262. https://doi.org/10.1177/1477878509104330
  • Chirkov, V., Ryan, R. M., Kim, Y., & Kaplan, U. (2003). Differentiating autonomy from individualism and independence: A self-determination theory perspective on internalization of cultural orientations and well-being. Journal of Personality and Social Psychology, 84(1), 97–110. https://doi.org/10.1037/0022-3514.84.1.97
  • Coatsworth, J. D., & Conroy, D. E. (2009). The effects of autonomy-supportive coaching, need satisfaction, and self-perceptions on initiative and identity in adolescent swimmers. Developmental Psychology, 45(2), 320–328. https://doi.org/10.1037/a0014027
  • Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37–46. https://doi.org/10.1177/001316446002000104
  • Curran, T., Hill, A. P., & Niemiec, C. P. (2013). A conditional process model of children’s behavioral engagement and behavioral disaffection in sport based on self-determination theory. Journal of Sport and Exercise Psychology, 35(1), 30–43. https://doi.org/10.1123/jsep.35.1.30
  • Dahlke, J. A., & Wiernik, B. M. (2019). Psychmeta: An R package for psychometric meta-analysis. Applied Psychological Measurement, 43(5), 415–416. https://doi.org/10.1177/0146621618795933
  • Deci, E. L. (2001). The sport climate questionnaire. http://www.psych.rochester.edu/SDT/measures/auton_sport.html
  • Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. R. (1994). Facilitating internalization: The self-determination theory perspective. Journal of Personality, 62(1), 119–142. https://doi.org/10.1111/j.1467-6494.1994.tb00797.x
  • Deci, E. L., & Ryan, R. M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53(6), 1024–1037. https://doi.org/10.1037/0022-3514.53.6.1024
  • Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
  • Delrue, J., Reynders, B., Broek, G. V., Aelterman, N., De Backer, M., Decroos, S., De Muynck, G.-J., Fontaine, J., Fransen, K., van Puyenbroeck, S., & Haerens, L. (2019). Adopting a helicopter-perspective towards motivating and demotivating coaching: A circumplex approach. Psychology of Sport and Exercise, 40, 110–126. https://doi.org/10.1016/j.psychsport.2018.08.008
  • Diener, E., Northcott, R, Zyphur, M. J., & West, S. G. (in press). Beyond experiments. Perspective on Psychological Science.
  • Egger, M., Smith, G. D., Schneider, M., & Minder, C. (1997). Bias in meta-analysis detected by a simple, graphical test. BMJ, 315(7109), 629–634. https://doi.org/10.1136/bmj.315.7109.629
  • Fenton, S. A., Duda, J. L., Quested, E., & Barrett, T. (2014). Coach autonomy support predicts autonomous motivation and daily moderate-to-vigorous physical activity and sedentary time in youth sport participants. Psychology of Sport and Exercise, 15(5), 453–463. https://doi.org/10.1016/j.psychsport.2014.04.005
  • Field, A. P. (2003). The problems in using fixed-effects models of meta-analysis on real-world data. Understanding Statistics, 2(2), 105–124. https://doi.org/10.1207/S15328031US0202_02
  • Fraser-Thomas, J. L., Côté, J., & Deakin, J. (2005). Youth sport programs: An avenue to foster positive youth development. Physical Education & Sport Pedagogy, 10(1), 19–40. https://doi.org/10.1080/1740898042000334890
  • Gaudreau, P., Morinville, A., Gareau, A., Verner-Filion, J., Green-Demers, I., & Franche, V. (2016). Autonomy support from parents and coaches: Synergistic or compensatory effects on sport-related outcomes of adolescent-athletes? Psychology of Sport and Exercise, 25, 89–99. https://doi.org/10.1016/j.psychsport.2016.04.006
  • Gignac, G. E., & Szodorai, E. T. (2016). Effect size guidelines for individual differences researchers. Personality and Individual Differences, 102, 74–78. https://doi.org/10.1016/j.paid.2016.06.069
  • Gillison, F. B., Skevington, S. M., Sato, A., Standage, M., & Evangelidou, S. (2009). The effects of exercise interventions on quality of life in clinical and healthy populations; A meta-analysis. Social Science & Medicine, 68(9), 1700–1710. https://doi.org/10.1016/j.socscimed.2009.02.028
  • Gjesdal, S., Wold, B., & Ommundsen, Y. (2019). Promoting additional activity in youth soccer: A half-longitudinal study on the influence of autonomy-supportive coaching and basic psychological need satisfaction. Journal of Sports Sciences, 37(3), 268–276. https://doi.org/10.1080/02640414.2018.1495394
  • Guay, F., Boggiano, A. K., & Vallerand, R. J. (2001). Autonomy support, intrinsic motivation, and perceived competence: Conceptual and empirical linkages. Personality and Social Psychology Bulletin, 27(6), 643–650. https://doi.org/10.1177/0146167201276001
  • Haerens, L., Vansteenkiste, M., De Meester, A., Delrue, J., Tallir, I., Vande Broek, G., Goris, W., & Aelterman, N. (2018). Different combinations of perceived autonomy support and control: Identifying the most optimal motivating style. Physical Education and Sport Pedagogy, 23(1), 16–36. https://doi.org/10.1080/17408989.2017.1346070
  • Hamaker, E. L., Kuiper, R. M., & Grasman, R. P. P. P. (2015). A critique of the cross-lagged panel model. Psychological Methods, 20(1), 102–116. https://doi.org/10.1037/a0038889
  • Hebert, J. J., Møller, N. C., Andersen, L. B., & Wedderkopp, N. (2015). Organized sport participation is associated with higher levels of overall health-related physical activity in children (CHAMPS study-DK). PLoS One, 10(8), e0134621. https://doi.org/10.1371/journal.pone.0134621
  • Higgins, J. P., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. British Medical Journal, 327(7414), 557–560. https://doi.org/10.1136/bmj.327.7414.557
  • Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, institutions and organizations across nations. Sage publications.
  • Howard, J. L., Gagné, M., & Bureau, J. S. (2017). Testing a continuum structure of self-determined motivation: A meta-analysis. Psychological Bulletin, 143(12), 1346–1377. https://doi.org/10.1037/bul0000125
  • Hunter, J. E., & Schmidt, F. L. (2000). Fixed effects vs. random effects meta-analysis models: Implications for cumulative research knowledge. International Journal of Selection and Assessment, 8(4), 275–292. https://doi.org/10.1111/1468-2389.00156
  • Isoard-Gautheur, S., Guillet-Descas, E., & Lemyre, P.-N. (2012). A prospective study of the influence of perceived coaching style on burnout propensity in high level young athletes: Using a self-determination theory perspective. The Sport Psychologist, 26(2), 282–298. https://doi.org/10.1123/tsp.26.2.282
  • Iyengar, S. S., & Lepper, M. R. (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76(3), 349–366. https://doi.org/10.1037/0022-3514.76.3.349
  • Jõesaar, H., Hein, V., & Hagger, M. S. (2012). Youth athletes’ perception of autonomy support from the coach, peer motivational climate and intrinsic motivation in sport setting: One-year effects. Psychology of Sport and Exercise, 13(3), 257–262. https://doi.org/10.1016/j.psychsport.2011.12.001
  • Kepes, S., Banks, G. C., McDaniel, M., & Whetzel, D. L. (2012). Publication bias in the organizational sciences. Organizational Research Methods, 15(4), 624–662. https://doi.org/10.1177/1094428112452760
  • Kisamore, J. L., & Brannick, M. T. (2008). An illustration of the consequences of meta-analysis model choice. Organizational Research Methods, 11(1), 35–53. https://doi.org/10.1177/1094428106287393
  • Kjønniksen, L., Fjørtoft, I., & Wold, B. (2009). Attitude to physical education and participation in organized adolescent sports during adolescence related to physical activity in young adulthood: A 10-year longitudinal study. European Physical Education Review, 15(2), 139–154. https://doi.org/10.1177/1356336X09345231
  • Langan, E., Toner, J., Blake, C., & Lonsdale, C. (2015). Testing the effects of a self-determination theory-based intervention with youth Gaelic football coaches on athlete motivation and burnout. The Sport Psychologist, 29(4), 293–301. https://doi.org/10.1123/tsp.2013-0107
  • Langdon, J., Schlote, R., Harris, B., Burdette, G., & Rothberger, S. (2015). Effects of a training program to enhance autonomy supportive behaviors among youth soccer coaches. Journal of Human Sport and Exercise, 10(1), 1–14. https://doi.org/10.14198/jhse.2015.101.01
  • Liu, J., Xiang, P., & McBride, R. E. (2018). The mediating role of mastery-approach goals between coach supports and intrinsic motivation among underserved adolescents. Journal of Research, 9(2), 3–8.
  • Liu, J., Xiang, P., McBride, R. E., & Juzaily, N. (2020). Perceived coach supports and at-risk boys’ motivation at a summer sports camp: A commonality analysis. International Journal of Sports Science & Coaching, 15(2), 146–156. https://doi.org/10.1177/1747954119897521
  • Lopez-Walle, J., Balaguer, I., Castillo, I., & Tristan, J. (2012). Autonomy support, basic psychological needs and well-being in Mexican athletes. Spanish Journal of Psychology, 15(3), 1283–1292. https://doi.org/10.5209/rev_SJOP.2012.v15.n3.39414
  • Mageau, G. A., & Vallerand, R. J. (2003). The coach-athlete relationship: A motivational model. Journal of Sports Sciences, 21(11), 883–904. https://doi.org/10.1080/0264041031000140374
  • Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98(2), 224–253. https://doi.org/10.1037/0033-295X.98.2.224
  • McDavid, M. L. (2015). Social relationships between staff and youth in a physical activity-based positive youth development program (Publication No. 10106204) [Doctoral dissertation, Purdue University] ProQuest Dissertations & Theses Global.
  • McGraw, K. O., & Wong, S. P. (1996). Forming inferences about some intraclass correlation coefficients. Psychological Methods, 1(1), 30–46. https://doi.org/10.1037/1082-989X.1.1.30
  • Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & The PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097
  • Mosier, C. I. (1943). On the reliability of a weighted composite. Psychometrika, 8(3), 161–168. https://doi.org/10.1007/BF02288700
  • Mouratidis, A., Lens, W., & Vansteenkiste, M. (2010). How you provide corrective feedback makes a difference: The motivating role of communicating in an autonomy-supporting way. Journal of Sport and Exercise Psychology, 32(5), 619–637. https://doi.org/10.1123/jsep.32.5.619
  • Ng, J. Y., Ntoumanis, N., Thøgersen-Ntoumani, C., Deci, E. L., Ryan, R. M., Duda, J. L., & Williams, G. C. (2012). Self-determination theory applied to health contexts: A meta-analysis. Perspectives on Psychological Science, 7(4), 325–340. https://doi.org/10.1177/1745691612447309
  • Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133–144. https://doi.org/10.1177/1477878509104318
  • Oishi, S. (2000). Goals as cornerstones of subjective well-being: Linking individuals and cultures. In E. Diener & E. M. Suh (Eds.), Culture and subjective well-being (pp. 87–112). Bradford.
  • Pedreno, N. B., Ferriz-Morel, R., Rivas, S., Almagro, B., Saenz-Lopez, P., Cervello, E., & Moreno-Murcia, J. A. (2015). Sport commitment in adolescent soccer players. Motricidade, 11(4), 3–14. https://doi.org/10.6063/motricidade.2969
  • Pelletier, L. G., Fortier, M. S., Vallerand, R. J., & Briere, N. M. (2001). Associations among perceived autonomy support, forms of self-regulation, and persistence: A prospective study. Motivation and Emotion, 25(4), 279–306. https://doi.org/10.1023/A:1014805132406
  • Pelletier, L. G., Tuson, K. M., Fortier, M. S., Vallerand, R. J., Briere, N. M., & Blais, M. R. (1995). Toward a new measure of intrinsic motivation, extrinsic motivation, and amotivation in sports: The Sport Motivation Scale (SMS). Journal of Sport and Exercise Psychology, 17(1), 35–53. https://doi.org/10.1123/jsep.17.1.35
  • Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879–903. https://doi.org/10.1037/0021-9010.88.5.879
  • Pope, J. P., & Wilson, P. M. (2015). Testing a sequence of relationships from interpersonal coaching styles to rugby performance, guided by the coach–athlete motivation model. International Journal of Sport and Exercise Psychology, 13(3), 258–272. https://doi.org/10.1080/1612197X.2014.956325
  • Pulido, J. J., Sanchez-Oliva, D., Amado, D., Gonzalez-Ponce, I., & Sanchez-Miguel, P. A. (2014). Influence of motivational processes on enjoyment, boredom and intention to persist in young sportspersons. South African Journal for Research in Sport Physical Education and Recreation, 36(3), 135–149.
  • Pulido, J. J., Sánchez-Oliva, D., Leo, F. M., Sánchez-Cano, J., & García-Calvo, T. (2018). Development and validation of coaches’ interpersonal style questionnaire. Measurement in Physical Education and Exercise Science, 22(1), 25–37. https://doi.org/10.1080/1091367X.2017.1369982
  • Pulido, J. J., Sánchez-Oliva, D., Sánchez-Miguel, P. A., Amado, D., & García-Calvo, T. (2018). Sport commitment in young soccer players: A self-determination perspective. International Journal of Sports Science & Coaching, 13(2), 243–252. https://doi.org/10.1177/1747954118755443
  • Raabe, J., Schmidt, K., Carl, J., & Höner, O. (2019). The effectiveness of autonomy support interventions with physical education teachers and youth sport coaches: A systematic review. Journal of Sport and Exercise Psychology, 41(6), 345–355. https://doi.org/10.1123/jsep.2019-0026
  • Reeve, J. (2015). Giving and summoning autonomy support in hierarchical relationships. Social and Personality Psychology Compass, 9(8), 406–418. https://doi.org/10.1111/spc3.12189
  • Reynders, B., Vansteenkiste, M., Van Puyenbroeck, S., Aelterman, N., De Backer, M., Delrue, J., De Muynck, G.-J., Fransen, D., Haerens, L., & Broek, G. V. (2019). Coaching the coach: Intervention effects on need-supportive coaching behavior and athlete motivation and engagement. Psychology of Sport and Exercise, 43, 288–300. https://doi.org/10.1016/j.psychsport.2019.04.002
  • Reynolds, A. J., & McDonough, M. H. (2015). Moderated and mediated effects of coach autonomy support, coach involvement, and psychological need satisfaction on motivation in youth Soccer. Sport Psychologist, 29(1), 51–61. https://doi.org/10.1123/tsp.2014-0023
  • Rocchi, M., Pelletier, L., & Desmarais, P. (2017). The validity of the interpersonal behaviors questionnaire (IBQ) in sport. Measurement in Physical Education and Exercise Science, 21(1), 15–25. https://doi.org/10.1080/1091367X.2016.1242488
  • Ryan, R. M. (1995). Psychological needs and the facilitation of integrative processes. Journal of Personality, 63(3), 397–427. https://doi.org/10.1111/j.1467-6494.1995.tb00501.x
  • Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57(5), 749–761. https://doi.org/10.1037/0022-3514.57.5.749
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
  • Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.
  • Ryan, R. M., & Deci, E. L. (2019). Brick by brick: The origins, development, and future of self-determination theory. Advances in Motivation Science, 6, 111–156. https://doi.org/10.1016/bs.adms.2019.01.001
  • Sarrazin, P., Vallerand, R., Guillet, E., Pelletier, L., & Cury, F. (2002). Motivation and dropout in female handballers: A 21-month prospective study. European Journal of Social Psychology, 32(3), 395–418. https://doi.org/10.1002/ejsp.98
  • Schmidt, F. L. (2017). Statistical and measurement pitfalls in the use of meta-regression in meta-analysis. Career Development International, 22(5), 469–476. https://doi.org/10.1108/CDI-08-2017-0136
  • Schmidt, F. L., & Hunter, J. E. (2015). Methods of meta-analysis: Correcting error and bias in research findings (3rd ed.). Sage.
  • Shen, B., Li, W., Sun, H., & Rukavina, P. B. (2010). The influence of inadequate teacher-to-student social support on amotivation of physical education students. Journal of Teaching in Physical Education, 29(4), 417–432. https://doi.org/10.1123/jtpe.29.4.417
  • Slemp, G. R., Kern, M. L., Patrick, K. J., & Ryan, R. M. (2018). Leader autonomy support in the workplace: A meta-analytic review. Motivation and Emotion, 42(5), 706–724. https://doi.org/10.1007/s11031-018-9698-y
  • Slemp, G. R., Lee, M. A, & Mossman, L. H. (2021). Interventions to support autonomy, competence, and relatedness needs in organizations: A systematic review with recommendations for research and practice. Journal of Occupational and Organizational Psychology, 94(2), 427–457. https://doi.org/10.1111/joop.12338
  • Snyder, A. R., Martinez, J. C., Bay, R. C., Parsons, J. T., Sauers, E. L., & McLeod, T. C. V. (2010). Health-related quality of life differs between adolescent athletes and adolescent nonathletes. Journal of Sport Rehabilitation, 19(3), 237–248. https://doi.org/10.1123/jsr.19.3.237
  • Spector, P. E. (2019). Do not cross me: Optimizing the use of cross-sectional designs. Journal of Business and Psychology, 34(2), 125–137. https://doi.org/10.1007/s10869-018-09613-8
  • Steptoe, A. S., & Butler, N. (1996). Sports participation and emotional wellbeing in adolescents. The Lancet, 347(9018), 1789–1792. https://doi.org/10.1016/S0140-6736(96)91616-5
  • Triandis, H. C. (1989). The self and social behavior in differing cultural contexts. Psychological Review, 96(3), 506–520. https://doi.org/10.1037/0033-295X.96.3.506
  • Van den Broeck, A., & Slemp, G. R. (in press). Leadership: A self-determination theory perspective. In R. M. Ryan (Ed.), The oxford handbook of self-determination theory. Oxford University Press.
  • Vansteenkiste, M., & Ryan, R. M. (2013). On psychological growth and vulnerability: Basic psychological need satisfaction and need frustration as a unifying principle. Journal of Psychotherapy Integration, 23(3), 263–280. https://doi.org/10.1037/a0032359
  • Vansteenkiste, M., Ryan, R. M., & Soenens, B. (2020). Basic psychological needs theory: Advancements, critical themes, and future directions. Motivation and Emotion, 44(1), 1–31. https://doi.org/10.1007/s11031-019-09818-1
  • Vasconcellos, D., Parker, P. D., Hilland, T., Cinelli, R. L., Owen, K. B., Kapsal, N., Antczak, D., Lee, J., Ntoumanis, N., Ryan, R. M., & Lonsdale, C. (2020). Self-determination theory applied to physical education: A systematic review and meta-analysis. Journal of Educational Psychology, 112(7), 1444–1469. https://doi.org/10.1037/edu0000420
  • Vilhjalmsson, R., & Thorlindsson, T. (1992). The integrative and physiological effects of sport participation: A study of adolescents. Sociological Quarterly, 33(4), 637–647. https://doi.org/10.1111/j.1533-8525.1992.tb00148.x
  • Vlachopoulos, S. P., Kaperoni, M., & Moustaka, F. C. (2011). The relationship of self-determination theory variables to exercise identity. Psychology of Sport and Exercise, 12(3), 265–272. https://doi.org/10.1016/j.psychsport.2010.11.006
  • Wellborn, J., Connell, J., Skinner, E. A., & Pierson, L. H. (1988). Teachers as social context: A measure of teacher provision of involvement, structure and autonomy support (Tech. Rep. No. 102). University of Rochester.
  • White, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66(5), 297–333. https://doi.org/10.1037/h0040934
  • Wood, J. A. (2008). Methodology for dealing with duplicate study effects in a meta-analysis. Organizational Research Methods, 11(1), 79–95. https://doi.org/10.1177/1094428106296638
  • Yu, S., Levesque-Bristol, C., & Maeda, Y. (2018). General need for autonomy and subjective well-being: A meta-analysis of studies in the US and East Asia. Journal of Happiness Studies, 19(6), 1863–1882. https://doi.org/10.1007/s10902-017-9898-2
  • Zyphur, M. J., Allison, P. D., Tay, L., Voelkle, M. C., Preacher, K. J., Zhang, Z., Hamaker, E. L., Shamsollahi, A., Pierides, D. C., Koval, P., & Diener, E. (2020). From data to causes I: Building a general cross-lagged panel model (GCLM). Organizational Research Methods, 23(4), 651–687. https://doi.org/10.1177/1094428119847278

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.