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dc.contributor.authorJackson, Ben
dc.contributor.authorWhipp, Peter R
dc.contributor.authorChua, KL Peter
dc.contributor.authorDimmock, James A
dc.contributor.authorHagger, Martin S
dc.date.accessioned2017-11-14T02:01:25Z
dc.date.available2017-11-14T02:01:25Z
dc.date.issued2013
dc.identifier.issn0895-2779
dc.identifier.doi10.1123/jsep.35.1.72
dc.identifier.urihttp://hdl.handle.net/10072/171918
dc.description.abstractWithin instructional settings, individuals form relational efficacy appraisals that complement their self-efficacy beliefs. In high school physical education (PE), for instance, students develop a level of confidence in their teacher’s capabilities, as well as estimating how confident they think their teacher is in their (i.e., the students’) ability. Grounded in existing transcontextual work, we examined the motivational pathways through which students’ relational efficacy and self-efficacy beliefs in PE were predictive of their leisure-time physical activity. Singaporean students (N = 990; age M = 13.95, SD = 1.02) completed instruments assessing efficacy beliefs, perceptions of teacher relatedness support, and autonomous motivation toward PE, and 2 weeks later they reported their motivation toward, and engagement in, leisure-time physical activity. Structural equation modeling revealed that students reported stronger other-efficacy and RISE beliefs when they felt that their teacher created a highly relatedness-supportive environment. In turn, their relational efficacy beliefs (a) supported their confidence in their own ability, (b) directly and indirectly predicted more autonomous motives for participation in PE, and (c) displayed prospective transcontextual effects in relation to leisure-time variables. By emphasizing the adaptive motivational effects associated with the tripartite constructs, these findings highlight novel pathways linking students’ efficacy perceptions with leisure-time outcomes.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherHuman Kinetics Publishers, Inc.
dc.relation.ispartofpagefrom72
dc.relation.ispartofpageto84
dc.relation.ispartofissue1
dc.relation.ispartofjournalJournal of Sport and Exercise Psychology
dc.relation.ispartofvolume35
dc.subject.fieldofresearchPsychology not elsewhere classified
dc.subject.fieldofresearchCognitive Sciences not elsewhere classified
dc.subject.fieldofresearchMedical and Health Sciences
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchPsychology and Cognitive Sciences
dc.subject.fieldofresearchcode170199
dc.subject.fieldofresearchcode170299
dc.subject.fieldofresearchcode11
dc.subject.fieldofresearchcode13
dc.subject.fieldofresearchcode17
dc.titleStudents' tripartite efficacy beliefs in high school Physical Education: Within- and cross-domain relations with motivational processes and leisure-time physical activity
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.hasfulltextNo Full Text
gro.griffith.authorHagger, Martin S.


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