Supplemental Material for Self-Determination Theory Applied to Physical Education: A Systematic Review and Meta-Analysis

2019 ◽  
Keyword(s):  
Systematic Review ◽  
Physical Education ◽  
Meta Analysis ◽  
Self Determination Theory ◽  
Self Determination

Self-determination theory applied to physical education: A systematic review and meta-analysis.

2020 ◽  
Vol 112 (7) ◽  
pp. 1444-1469 ◽  
Author(s):  
Diego Vasconcellos ◽  
Philip D. Parker ◽  
Toni Hilland ◽  
Renata Cinelli ◽  
Katherine B. Owen ◽  
...  
Keyword(s):  
Systematic Review ◽  
Physical Education ◽  
Meta Analysis ◽  
Self Determination Theory ◽  
Self Determination

scholarly journals A Meta-Analysis of Perceived Locus of Causality in Exercise, Sport, and Physical Education Contexts

2003 ◽  
Vol 25 (3) ◽  
pp. 284-306 ◽  
Author(s):  
Nikos L.D. Chatzisarantis ◽  
Martin S. Hagger ◽  
Stuart J.H. Biddle ◽  
Brett Smith ◽  
John C.K. Wang
Keyword(s):  
Physical Education ◽  
Extrinsic Motivation ◽  
Meta Analysis ◽  
Self Determination Theory ◽  
Perceived Competence ◽  
Self Determination ◽  
Locus Of Causality ◽  
Main Research ◽  
Analytic Review ◽  
The Relationship

The present article conducts a meta-analytic review of the research adopting the perceived locus of causality in the contexts of sport, exercise, and physical education. A literature search of published articles identified three main research foci: (a) the development of instruments that assess perceived locus of causality; (b) examination of the construct validity of perceived locus of causality by investigating the relevance of the self-determination continuum as well as by using antecedents (e.g., perceived competence) and outcomes (e.g., intentions); and (c) integration of Nicholls’ (1984) concepts of task and ego orientation with perceived locus of causality. A meta-analysis using 21 published articles supported the existence of a self-determination continuum from external regulation to introjection and identification. In addition, path analysis of corrected effect sizes supported the mediating effects of perceived locus of causality on the relationship between perceived competence and intentions. Results are discussed with reference to the assumptions of self-determination theory, Vallerand’s (1997) hierarchical model of intrinsic/extrinsic motivation, and theories of behavioral intentions.

scholarly journals Mindfulness and its association with varied types of motivation: A systematic review and meta-analysis using Self-Determination Theory

2019 ◽  
Author(s):  
James Donald ◽  
Emma L Bradshaw ◽  
Richard Ryan ◽  
Geetanjali Basarkod ◽  
Joseph Ciarrochi ◽  
...  
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
Self Determination Theory ◽  
Self Determination ◽  
Future Research ◽  
Methodological Issues ◽  
Controlled Motivation ◽  
Motivational States ◽  
Consistent Support ◽  
Modelling Approach

Mindfulness has been shown to have varied associations with different forms of motivation, leading to a lack of clarity as to how and when it may foster healthy motivational states. Grounded in self-determination theory, the present study proposes a theoretical model for how mindfulness supports different forms of human motivation, and then tests this via meta-analysis. A systematic review identified 89 relevant studies (N = 25,176), comprised of 104 independent datasets and 200 effect sizes. We used a three-level modelling approach to meta-analyze these data. Across both correlational and intervention studies, we found consistent support for mindfulness predicting more autonomous forms of motivation; and among correlational studies, less controlled motivation and amotivation. We conducted moderation analyses to probe heterogeneity in the effects, including bias within studies. We conclude by highlighting substantive and methodological issues that need to be addressed in future research in this area.

scholarly journals Mindfulness and Its Association With Varied Types of Motivation: A Systematic Review and Meta-Analysis Using Self-Determination Theory

2019 ◽  
Vol 46 (7) ◽  
pp. 1121-1138 ◽  
Author(s):  
James N. Donald ◽  
Emma L. Bradshaw ◽  
Richard M. Ryan ◽  
Geetanjali Basarkod ◽  
Joseph Ciarrochi ◽  
...  
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
Self Determination Theory ◽  
Self Determination ◽  
Future Research ◽  
Data Sets ◽  
Methodological Issues ◽  
Controlled Motivation ◽  
Motivational States ◽  
Consistent Support

Mindfulness has been shown to have varied associations with different forms of motivation, leading to a lack of clarity as to how and when it may foster healthy motivational states. Grounded in self-determination theory, the present study proposes a theoretical model for how mindfulness supports different forms of human motivation, and then tests this via meta-analysis. A systematic review identified 89 relevant studies ( N = 25,176), comprising 104 independent data sets and 200 effect sizes. We used a three-level modeling approach to meta-analyze these data. Across both correlational and intervention studies, we found consistent support for mindfulness predicting more autonomous forms of motivation and, among correlational studies, less controlled motivation and amotivation. We conducted moderation analyses to probe heterogeneity in the effects, including bias within studies. We conclude by highlighting substantive and methodological issues that need to be addressed in future research in this area.

Self-determination theory in physical education: A systematic review of qualitative studies

2020 ◽  
pp. 103247 ◽  
Author(s):  
Rhiannon Lee White ◽  
Andrew Bennie ◽  
Diego Vasconcellos ◽  
Renata Cinelli ◽  
Toni Hilland ◽  
...  
Keyword(s):  
Systematic Review ◽  
Physical Education ◽  
Self Determination Theory ◽  
Qualitative Studies ◽  
Self Determination

A systematic review on self‐determination theory in physical education

2019 ◽  
Vol 3 (2) ◽  
pp. 134-147
Author(s):  
Jonas J. Saugy ◽  
Océane Drouet ◽  
Grégoire P. Millet ◽  
Vanessa Lentillon‐Kaestner
Keyword(s):  
Systematic Review ◽  
Physical Education ◽  
Self Determination Theory ◽  
Self Determination

scholarly journals Teoría de la autodeterminación en el contexto de educación física: Una revisión sistemática (Self-determination Theory in the Physical Education context: A systematic review)

Retos ◽  
2020 ◽  
pp. 838-844
Author(s):  
Carla Mariela Salazar-Ayala ◽  
Gabriel Gastélum-Cuadras
Keyword(s):  
Systematic Review ◽  
Physical Education ◽  
Intrinsic Motivation ◽  
Web Of Science ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Revisión Sistemática ◽  
High Level

El objetivo del presente trabajo fue analizar estudios basados en la teoría de la autodeterminación dentro de las clases de educación física y el efecto de la intervención docente en las NPB del estudiante. Método: Esto se logró a través de una revisión sistemática, cuya búsqueda se ejecutó en las bases de datos SCOPUS, Web of Science, Dialnet, SciELO, EBSCOhost y Google académico. Inicialmente se identificaron 1780 documentos, de los cuales 18 cumplieron con los indicadores CASPE para revisiones sistemáticas. Resultados: estos mostraron un amplio efecto positivo en el uso de la Teoría de Autodeterminación en intervenciones realizadas con docentes, las variables mayormente trabajadas fueron la satisfacción de las necesidades psicológicas básicas (autonomía, competencia y relación) y la motivación intrínseca. Estas variables se mostraron altamente relacionadas con un incremento en la intención a la práctica de actividad física y adherencia, logro académico entre otros. Conclusiones: Crear las condiciones que incrementen la motivación intrínseca a través de la satisfacción de las necesidades básicas, debe ser la preocupación más importante a la hora de planificar, organizar y seleccionar las estrategias de trabajo por parte del docente de educación física. Es necesario realizar estudios de intervención en edades tempranas y observar si estas condiciones ayudan a reducir el desinterés en edades más avanzadas.Abstract. The aim of the present work was to analyse studies based on the theory of self-determination within physical education classes and the effect of teacher intervention on students’ BPN. Method: This was achieved through a systematic review, the search being performed in the SCOPUS, Web of Science, Dialnet, SciELO, EBSCOhost, and Google Scholar databases. Initially 1780 documents were identified, 18 of which met the CASPE`s indicators for systematic reviews. Discussion:  The results shown a wide positive effect of the interventions performed with teachers grounded in self-determination theory; the most common variables were basic psychological needs (autonomy, competence, and relatedness) and intrinsic motivation, and academic achievement among others. These variables have shown a high level of relationship with an increase in the intention to practice physical activity and its adherence. Conclusions: Creating conditions that increase intrinsic motivation through the satisfaction of basic needs should be the most important concern when planning, organizing, and selecting work strategies by physical education teachers. It is necessary to conduct intervention studies at early ages and assess if these conditions help reduce disinterest at older ages.

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