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Testing a self-determination theory-based teaching style intervention in the exercise domain

Edmunds, Jemma and Ntoumanis, Nikos and Duda, Joan L (2007) Testing a self-determination theory-based teaching style intervention in the exercise domain. European Journal of Social Psychology, 38 (2). pp. 375-388. ISSN 0046-2772

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URL of Published Version: http://www3.interscience.wiley.com/journal/116320074/abstract

Identification Number/DOI: 10.1002/ejsp.463

Drawing from self-determination theory (SDT), this study examined the effect of an autonomy supportive, well structured and interpersonally involving teaching style on exercise class participants’ psychological need satisfaction, motivational regulations, exercise behaviour, behavioural intention and affect. Female exercise class participants enrolled in a 10-week exercise program were exposed to an SDT-based (i.e. SDTc; n¼25) or typical (i.e. control group; n¼31) teaching style. The control condition reported a significant decrease in autonomy support, amotivation and behavioural intention over
time. In addition, they reported a significant increase in competence and introjected regulation. Compared to the control condition, the SDTc reported a significantly greater linear increase in structure and interpersonal involvement,relatedness and competence need satisfaction and positive affect. Attendance rates were significantly higher in the SDTc. SDT-based social-contextual characteristics and psychological needs predicted autonomous regulations; all these variables collectively predicted adaptive outcomes.

Type of Work:Article
Date:18 September 2007 (Publication)
School/Faculty:Schools (1998 to 2008) > School of Sport & Exercise Science
Department:School of Sport and Exercise Sciences
Subjects:GV Recreation Leisure
Institution:University of Birmingham
Copyright Holders:Wiley-Blackwell
ID Code:354
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