Transformational Teaching, Self-Presentation Motives, and Identity in Adolescent Female Physical Education

in Journal of Sport and Exercise Psychology
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This study examined whether teachers’ use of transformational teaching behaviors, as perceived by adolescent girls, in physical education would predict girls’ moderate to vigorous physical activity via mediated effects of physical activity self-presentation motives, physical activity identity, and physical education class engagement. Self-report data were acquired from 273 Scottish high school girls in Grades S1–S3 (the equivalent of Grades 7–9 in North America) at 2 time points separated by 1 week. Significant predictive pathways were found from transformational teaching to girls’ moderate to vigorous physical activity via mediated effects of acquisitive self-presentation motives and physical activity identity. This preliminary study provides a novel contribution to the research area by showing how previously unrelated psychosocial constructs work together to predict adolescent girls’ moderate to vigorous physical activity. Results are discussed in relation to existing literature and future research directions.

Verma, Arthur, and Howle are with the Faculty of Health Sciences and Sport, University of Stirling, Stirling, United Kingdom. Eklund is with the College of Education, Florida State University, Tallahassee, FL. Gibson is with the School of Psychological Sciences and Health, University of Strathclyde, Glasgow, United Kingdom.

Verma (nina.verma@stir.ac.uk) is corresponding author.

Supplementary Materials

    • Supplementary Table 1 (PDF 65 KB)