The components of social – cognitive models of motivation in predicting physical activity behaviour among school students

The objectives of present study were to test the validity of the components of the social-cognitive models of motivation, and to investigate the influence of specific components of perceived autonomy support, such as the use of learning strategies and providing positive general feedback on physical activity beha­viour via the motivational sequence proposed in the trans-contextual model. The results of the first study confirmed that perceived autonomy support scale in exercise settings is a valid instrument to measure autonomy support from different sources (physical education teacher, peer, parent) in Estonia with good internal consistency. The results of the second study indicated that student’ attitudes and perceived behavioural control had a main role in predicting intention in Estonia. The results of the third study confirmed the hypothesis that students’ perceptions of the use of learning strategies in physical education would influence their intrinsic motivation in a physical education context. The results indicated that the effect of use of learning strategies and perceived teacher’s positive general feedback on intrinsic motivation in a leisure time context was completely mediated via intrinsic motivation in a physical education context supporting the hypothesis. Learning strategies and perceived positive general feedback had indirect effects on physical activity intention through the motivational sequence identified in the trans-contextual model. The test of the modified trans-contextual model indicated that the effect of intrinsic motivation in a leisure-time context on exercise intention is direct and indirect via the belief-based constructs, that determine physical activity intention in a leisure-time context, namely attitude and perceived behavioural control. The results indicated that the perceived positive general teacher’s feedback had also a direct effect on physical activity behaviour. Käesolev töö koosneb kolmest uuringust. Esimeses ja teises uuringus hinnati sotsiaal-kognitiivsete motivatsiooni mudelite komponentide valiidsust. Uuringutest selgus, et kehalise kasvatuse, vanemate ja eakaaslaste tajutud autonoomsuse toetuse küsimustike kui ka planeeritud käitumise teooria konstruktide psühhomeetrilised parameetrite väärtused olid aktsepteeritavad. Teise uuringu tulemused näitasid, et Eesti kooliõpilaste hoiakud ja tajutud käitumise kontroll avaldavad mõju kehaliselt aktiivsele käitumisele kavatsuse kaudu tegeleda kehaliste harjutustega. K