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Self-Determination Moderates the Effects of Perceived Competence on Intrinsic Motivation in an Exercise Setting

David Markland

According to Deci and Ryan’s (1985) self-determination theory, perceptions of self-determination moderate the effects of perceived competence on intrinsic motivation, with perceived competence only positively influencing intrinsic motivation under conditions of some self-determination. Vallerand’s (1997) hierarchical model of intrinsic and extrinsic motivation suggests that self-determination and competence have only independent effects on intrinsic motivation. The aim of this study was to test these competing models. Women aerobics participants (n = 146) completed measures of self-determination, perceived competence, and intrinsic motivation for exercise. Moderated hierarchical regression revealed a significant interactive effect of self-determination and perceived competence. A plot of the regression of intrinsic motivation on perceived competence under conditions of high and low self-determination, however, showed that the interaction did not take the expected form. Variations in perceived competence positively influenced intrinsic motivation only under conditions of low self-determination. This suggests that it is particularly important to foster perceptions of competence among individuals low in self-determination.

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Using Self-Determination Theory to Define Pathological Exercise

Kathryn A. Coniglio and Edward A. Selby

, self-determination theory (SDT; Deci & Ryan, 1985 ) is a prominent theoretical approach to understanding motivation, especially in the context of health behaviors like exercise. SDT, however, has been minimally employed in the eating disorders field. Briefly, SDT posits that an individual will be

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Self-Determination in Physical Education: Designing Class Environments to Promote Active Lifestyles

Charity L. Bryan and Melinda A. Solmon

Recently, the lack of physical activity and increasing rates of childhood obesity have received a great deal of attention in the United States. One way to combat inactivity in children is to utilize physical education programs as a means to promote active lifestyles. There is not, however, a consensus concerning how physical education programs can achieve the goal of increasing children’s physical activity patterns. The purpose of this review is to examine motivational constructs that can provide a theoretical framework to identify strategies that can be used in physical education classes to promote engagement in physical activity. Self-determination theory is offered as a framework that has the potential to integrate these motivational constructs and provide a more complete understanding of how practitioners can structure learning environments to foster motivation and engagement in activity. Suggestions are made for implementing the research into practice, as well as future research directions.

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Motivational Factors in Young Spanish Athletes: A Qualitative Focus Drawing From Self-Determination Theory and Achievement Goal Perspectives

Bartolomé J. Almagro, Pedro Sáenz-López, Juan A. Moreno-Murcia, and Chris Spray

This study qualitatively examined how athletes perceive their coach’s support for autonomy, as well as athletes’ motivation, satisfaction of basic psychological needs, and the 2 × 2 achievement goal framework of young Spanish athletes. Fifteen Spanish athletes (six females and nine males) between 13 and 16 years of age were interviewed from various sporting contexts. Content analysis of the interviews revealed: the coexistence of various types of motivation for the practice of these sports by the athletes that were interviewed; the presence of integrated regulation among some of these young athletes; the importance of autonomy support and the satisfaction of basic psychological needs for motivation and athletic commitment. The results are discussed on the basis of self-determination and achievement goal theory. Strategies are proposed for improving motivation and adherence to athletic practice in young athletes.

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Predicting Accelerometer-Assessed Estimates of Adolescents’ Multidimensional Physical Activity: A Self-Determination Theory Approach

Lydia G. Emm-Collison, Martyn Standage, Fiona B. Gillison, and Thomas Curran

be a key determinant of sustained exercise engagement across numerous studies, providing insight into several individual-level factors that differentiate “why” people behave, engage, think, and experience exercise settings in differing ways (cf. Standage & Ryan, 2012 , 2020 ). Self-Determination

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Children’s Motivation Profiles in Sports and Physical Activities: A Latent Profile Analysis and Self-Determination Theory Approach

Annette Lohbeck, Andreas Hohmann, Philipp von Keitz, and Monika Daseking

( Marker et al., 2018 ) and psychological well-being ( Rodriguez-Ayllon et al., 2019 ). Numerous studies have used self-determination theory (SDT; Deci & Ryan, 1985 ; Ryan & Deci, 2020 ) to explain the relations between motivation and physical achievement ( Ntoumanis et al., 2021 ; Vasconcellos et

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The Role of Self-Determination in Changing Physical Activity Behavior in People Diagnosed With Bowel Polyps: A Pilot Randomized Controlled Trial

Liane S. Lewis, Barnabas Shaw, Srijit Banerjee, Pryscilla Dieguez, James Hernon, Nigel Belshaw, and John M. Saxton

context, we designed an intervention, underpinned by self-determination theory (SDT; Deci & Ryan, 1985 ), aimed at increasing PA behavior in people at elevated risk of CRC. Our main objective was to examine the effect of the intervention on PA behavior and the underlying motivation to change. It was

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The Influence of Athletes’ Psychological Needs on Motivation, Burnout, and Well-Being: A Test of Self-Determination Theory

Stephen Shannon, Noel Brick, Garry Prentice, and Gavin Breslin

contemporary goal among policymakers, practitioners, and researchers ( Madigan et al., 2019 ). Theoretical frameworks can examine determinants and mediating factors associated with athletes’ mental health. Self-determination theory (SDT; Ryan & Deci, 2000 ) is one such validated and supported framework in the

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Understanding Physical Activity Motivation and Behavior Through Self-Determination and Servant Leadership Theories in a Feasibility Study

Samantha M. Gray, Joan Wharf Higgins, and Ryan E. Rhodes

, as it is often a necessary ingredient for behavior change ( Hagger & Chatzisarantis, 2008 ; Linke, Robinson, & Pekmezi, 2013 ). There is extensive literature on human motivation ( Ajzen, 1991 ; Clemow, 2008 ; Ryan & Deci, 2000 ) in which one prominent framework is self-determination theory (SDT

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A Self-Determined Exploration of Adolescents’ and Parents’ Experiences Derived From a Multidimensional School-Based Physical Activity Intervention

Roberto Ferriz, Alejandro Jiménez-Loaisa, David González-Cutre, María Romero-Elías, and Vicente J. Beltrán-Carrillo

participation explained 26% of the variance of this behavior. In this regard, the effectiveness of incorporating family involvement in interventions with children to promote physical activity seems clear ( Ha, Ng, Zhang, & Chan, 2020 ; Rhodes et al., 2020 ). Theoretical Framework: Self-Determination Theory