The Trans-Contextual Model of Autonomous Motivation in Education: Conceptual and Empirical Issues and Meta-Analysis

Review of Educational Research

Volumn 86, Issue 2, 2016, Pages 360-407

  Hagger, Martin S ^a   Chatzisarantis, Nikos L D ^a  

^a CURTIN UNIVERSITY   (Australia)

Author keywords

autonomous motivation; meta analysis; motivational transfer; self determination theory; theoretical integration; theory of planned behavior

Indexed keywords

EID: 84966832807     PISSN: 00346543     EISSN: 19351046     Source Type: Journal    
DOI: 10.3102/0034654315585005     Document Type: Article

References (142)

1. I.Ajzen (1985). From intentions to actions: A theory of planned behavior. In (Eds.), Action-control: From cognition to behavior (pp. 11–39). Heidelberg, Germany: Springer.
2. I.Ajzen (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179–211. doi:10.1016/0749-5978(91)90020-T
3. I.Ajzen (2002). Residual effects of past on later behavior: Habituation and reasoned action perspectives. Personality and Social Psychology Review, 6, 107–122. doi:10.1207/S15327957PSPR0602_02
4. I.Ajzen (2003). Constructing a TPB questionnaire: Conceptual and methodological considerations. Retrieved from http://www-unix.oit.umass.edu/~aizen
5. I.Ajzen (2014). The theory of planned behavior is alive and well, and not ready to retire. Health Psychology Review. Advance online publication. doi:10.1080/17437199.2014.883474
6. E.M.AndermanJ.Weber (2009). Continuing motivation revisited. In (Eds.), Culture, self, and motivation: Essays in honor of Martin L. Maehr (pp. 3–19). Charlotte, NC: Information Age.
7. C.J.ArmitageM.Conner (2001). Efficacy of the theory of planned behaviour: A meta-analytic review. British Journal of Social Psychology, 40, 471–499. doi:10.1348/014466601164939
8. T.E.BagøienH.HalvariH.Nesheim (2010). Self-determined motivation in physical education and its links to motivation for leisure-time physical activity, physical activity, and well-being in general. Perceptual & Motor Skills, 111, 407–432. doi:10.2466/06.10.11.13.14.pms.111.5.407-432
9. R.P.Bagozzi (1981). An examination of the validity of two models of attitude. Multivariate Behavioral Research, 16, 323–359. doi:10.1207/s15327906mbr1603_4
10. R.P.BagozziF.D.DavisP.R.Warshaw (1992). Development and test of a theory of technological learning and usage. Human Relations, 45, 659–686. doi:10.1177/001872679204500702
11. R.P.BagozziH.-M.LeeM.F.Van Loo (2001). Decisions to donate bone marrow: The role of attitudes and subjective norms across cultures. Psychology & Health, 16, 29–56.
12. A.Bandura (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175–1184. doi:10.1037/0003-066X.44.9.1175
13. X.H.BaoS.F.Lam (2008). Who makes the choice? Rethinking the role of autonomy and relatedness in Chinese children’s motivation. Child Development, 79, 269–283. doi:10.1111/j.1467-8624.2007.01125.x
14. V.BarkoukisM.S.HaggerG.LambropoulosH.Torbatzoudis (2010). Extending the trans-contextual model in physical education and leisure-time contexts: Examining the role of basic psychological need satisfaction. British Journal of Educational Psychology, 80, 647–670. doi:10.1348/000709910X487023
15. B.J.BiddleM.M.Marlin (1987). Causality, confirmation, credulity, and structural equation modeling. Child Development, 58, 4–17. doi:10.2307/1130287
16. A.E.BlackE.L.Deci (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84, 740–756. doi:10.1002/1098-237X(200011)84:6<740::AID-SCE4>3.0.CO;2-3
17. J.C.S.BoicheP.G.SarrazinF.M.E.GrouzetL.G.PelletierJ.P.Chanal (2008). Students’ motivational profiles and achievement outcomes in physical education: A self-determination perspective. Journal of Educational Psychology, 100, 688–701. doi:10.1037/0022-0663.100.3.688
18. M.BorensteinL.V.HedgesJ.P.T.HigginsH.R.Rothstein (2009). Introduction to meta-analysis. Chichester, England: Wiley.
19. D.K.C.ChanY.-K.FungS.XingM.S.Hagger (2014). Myopia prevention, near work, and visual acuity of college students: Integrating the theory of planned behavior and self-determination theory. Journal of Behavioral Medicine, 37, 369–380. doi:10.1007/s10865-013-9494-9
20. D.K.C.ChanM.S.Hagger (2012a). Autonomous forms of motivation underpinning injury prevention and rehabilitation among police officers: An application of the trans-contextual model. Motivation and Emotion, 36, 349–364. doi:10.1007/s11031-011-9247-4
21. D.K.C.ChanM.S.Hagger (2012b). Trans-contextual development of motivation in sport injury prevention among elite athletes. Journal of Sport & Exercise Psychology, 34, 661–682.
22. N.L.D.ChatzisarantisS.J.H.Biddle (1998). Functional significance of psychological variables that are included in the theory of planned behaviour: A self-determination theory approach to the study of attitudes, subjective norms, perceptions of control and intentions. European Journal of Social Psychology, 28, 303–322. doi:10.1002/(SICI)1099-0992(199805/06)28:3<303::AID-EJSP853>3.0.CO;2-6
23. N.L.D.ChatzisarantisM.S.Hagger (2009). Effects of an intervention based on self-determination theory on self-reported leisure-time physical activity participation. Psychology & Health, 24, 29–48. doi:10.1080/08870440701809533
24. N.L.D.ChatzisarantisM.S.HaggerS.J.H.BiddleB.SmithC.K.J.Wang (2003). A meta-analysis of perceived locus of causality in exercise, sport, and physical education contexts. Journal of Sport & Exercise Psychology, 25, 284–306.
25. N.L.D.ChatzisarantisM.S.HaggerB.Smith (2007). Influences of perceived autonomy support on physical activity within the theory of planned behavior. European Journal of Social Psychology, 37, 934–954. doi:10.1002/ejsp.407
26. N.L.D.ChatzisarantisM.S.HaggerB.SmithC.Phoenix (2004). The influences of continuation intentions on the execution of social behaviour within the theory of planned behaviour. British Journal of Social Psychology, 43, 551–583. doi:10.1348/0144666042565399
27. N.L.D.ChatzisarantisM.S.HaggerB.SmithL.D.Sage (2006). The influences of intrinsic motivation on execution of social behaviour within the theory of planned behaviour. European Journal of Social Psychology, 36, 229–237. doi:10.1002/ejsp.299
28. S.H.CheonJ.Reeve (2013). Do the benefits from autonomy-supportive PE teacher training programs endure?: A one-year follow-up investigation. Psychology of Sport and Exercise, 14, 508–518. doi:10.1016/j.psychsport.2013.02.002
29. S.H.CheonJ.ReeveI.Moon (2012). Experimentally based, longitudinally designed, teacher-focused intervention to help physical education teachers be more autonomy supportive toward their students. Journal of Sport & Exercise Psychology, 34, 365–396.
30. G.W.CheungR.B.Rensvold (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9, 233–255. doi:10.1207/S15328007SEM0902_5
31. V.I.ChirkovR.M.RyanY.KimU.Kaplan (2003). Differentiating autonomy from individualism and independence: A self-determination theory perspective on internalization of cultural orientations and well-being. Journal of Personality and Social Psychology, 84, 97–110. doi:10.1037/0022-3514.84.1.97
32. W.G.Cochran (1952). The chi-square test of goodness of fit. Annals of Mathematical Statistics, 23, 315–345. doi:10.1214/aoms/1177692778
33. M.ConnerC.J.Armitage (1998). Extending the theory of planned behavior: A review and avenues for further research. Journal of Applied Social Psychology, 28, 1429–1464. doi:10.1111/j.1559-1816.1998.tb01685.x
34. D.I.CordovaM.R.Lepper (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88, 715–730. doi:10.1037/0022-0663.88.4.715
35. E.L.DeciH.EghrariB.C.PatrickD.R.Leone (1994). Facilitating internalization: The self-determination theory perspective. Journal of Personality, 62, 119–142. doi:10.1111/j.1467-6494.1994.tb00797.x
36. E.L.DeciR.KoestnerR.M.Ryan (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71, 1–27. doi:10.3102/00346543071001001
37. E.L.DeciR.M.Ryan (1985a). The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19, 109–134. doi:10.1016/0092-6566(85)90023-6
38. E.L.DeciR.M.Ryan (1985b). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum Press.
39. E.L.DeciR.M.Ryan (2000). The “What” and “Why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268. doi:10.1207/S15327965PLI1104_01
40. E.L.DeciR.M.Ryan (2002). Self-determination research: Reflections and future directions. In (Eds.), Handbook of self-determination research (pp. 431–441). Rochester, NY: University of Rochester Press.
41. E.L.DeciR.M.RyanG.C.Williams (1996). Need satisfaction and the self-regulation of learning. Learning and Individual Differences, 8, 165–183. doi:10.1016/S1041-6080(96)90013-8
42. J.S.EcclesA.Wigfield (2002). Motivational beliefs, values, and goals. Annual Reviews of Psychology, 53, 109–132. doi:10.1146/annurev.psych.53.100901.135153
43. A.P.Field (2001). Meta-analysis of correlation coefficients: A Monte Carlo comparison of fixed- and random-effects methods. Psychological Methods, 6, 161–180. doi:10.1037/1082-989X.6.2.161
44. M.Fishbein (1967). Attitude and the prediction of behavior. In (Ed.), Readings in attitude theory and measurement (pp. 477–492). London, England: Wiley.
45. M.FishbeinI.Ajzen (2009). Predicting and changing behavior: The reasoned action approach. New York, NY: Psychology Press.
46. D.FortusD.Vedder-Weiss (2014). Measuring students’ continuing motivation for science learning. Journal of Research in Science Teaching, 51, 497–522. doi:10.1002/tea.21136
47. M.D.GoldbergD.G.Cornell (1998). The influence of intrinsic motivation and self-concept on academic achievement in second- and third-grade students. Journal for the Education of the Gifted, 21, 179–205. doi:10.1177/016235329802100204
48. H.F.GollobC.S.Reichardt (1987). Taking account of time lags in causal models. Child Development, 58, 80–92. doi:10.2307/1130293
49. D.González-CutreÁ.SiciliaM.Beas-JiménezM.S.Hagger (2014). Broadening the trans-contextual model of motivation: A study with Spanish adolescents. Scandinavian Journal of Science & Medicine in Sport, 24, e306–e319. doi:10.1111/sms.12142
50. W.S.GrolnickR.M.Ryan (1987). Autonomy in children’s learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 890–898. doi:10.1037/0022-3514.52.5.890
51. W.S.GrolnickR.M.RyanE.L.Deci (1991). The inner resources for school performance: Motivational mediators of children’s perceptions of their parents. Journal of Educational Psychology, 53, 508–517. doi:10.1037/0022-0663.83.4.508
52. F.GuayJ.ChanalC.F.RatelleH.W.MarshS.LaroseM.Boivin (2010). Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology, 80, 711–735. doi:10.1348/000709910x499084
53. M.S.Hagger (2006). Meta-analysis in sport and exercise research: Review, recent developments, and recommendations. European Journal of Sport Science, 6, 103–115. doi:10.1080/17461390500528527
54. M.S.Hagger (2014). Avoiding the “déjà-variable” phenomenon: Social psychology needs more guides to constructs. Frontiers in Psychology, 5, 52. doi:10.3389/fpsyg.2014.00052
55. M.S.HaggerN.L.D.Chatzisarantis (2005). First- and higher-order models of attitudes, normative influence, and perceived behavioural control in the theory of planned behaviour. British Journal of Social Psychology, 44, 513–535. doi:10.1348/014466604X16219
56. M.S.HaggerN.L.D.Chatzisarantis (2009a). Assumptions in research in sport and exercise psychology. Psychology of Sport and Exercise, 10, 511–519. doi:10.1016/j.psychsport.2009.01.004
57. M.S.HaggerN.L.D.Chatzisarantis (2009b). Integrating the theory of planned behaviour and self-determination theory in health behaviour: A meta-analysis. British Journal of Health Psychology, 14, 275–302. doi:10.1348/135910708X373959
58. M.S.HaggerN.L.D.Chatzisarantis (2011). Causality orientations moderate the undermining effect of rewards on intrinsic motivation. Journal of Experimental Social Psychology, 47, 485–489. doi:10.1016/j.jesp.2010.10.010
59. M.S.HaggerN.L.D.Chatzisarantis (2012). Transferring motivation from educational to extramural contexts: A review of the trans-contextual model. European Journal of Psychology of Education, 27, 195–212. doi:10.1007/s10212-011-0082-5
60. M.S.HaggerN.L.D.Chatzisarantis (2014). It is premature to regard the ego-depletion effect as “too incredible.”Frontiers in Psychology, 5, 298. doi:10.3389/fpsyg.2014.00298
61. M.S.HaggerN.L.D.ChatzisarantisV.BarkoukisC.K.J.WangJ.Baranowski (2005). Perceived autonomy support in physical education and leisure-time physical activity: A cross-cultural evaluation of the trans-contextual model. Journal of Educational Psychology, 97, 376–390. doi:10.1037/0022-0663.97.3.376
62. M.S.HaggerN.L.D.ChatzisarantisV.BarkoukisC.K.J.WangV.HeinM.PihuI..Karsai (2007). Cross-cultural generalizability of the theory of planned behavior among young people in a physical activity context. Journal of Sport & Exercise Psychology, 29, 2–20.
63. M.S.HaggerN.L.D.ChatzisarantisS.J.H.Biddle (2002a). The influence of autonomous and controlling motives on physical activity intentions within the theory of planned behaviour. British Journal of Health Psychology, 7, 283–297. doi:10.1348/135910702760213689
64. M.S.HaggerN.L.D.ChatzisarantisS.J.H.Biddle (2002b). A meta-analytic review of the theories of reasoned action and planned behavior in physical activity: Predictive validity and the contribution of additional variables. Journal of Sport & Exercise Psychology, 24, 3–32.
65. M.S.HaggerN.L.D.ChatzisarantisT.CulverhouseS.J.H.Biddle (2003). The processes by which perceived autonomy support in physical education promotes leisure-time physical activity intentions and behavior: A trans-contextual model. Journal of Educational Psychology, 95, 784–795. doi:10.1037/0022-0663.95.4.784
66. M.S.HaggerN.L.D.ChatzisarantisJ.Harris (2006a). From psychological need satisfaction to intentional behavior: Testing a motivational sequence in two behavioral contexts. Personality and Social Psychology Bulletin, 32, 131–138. doi:10.1177/0146167205279905
67. M.S.HaggerN.L.D.ChatzisarantisJ.Harris (2006b). The process by which relative autonomous motivation affects intentional behavior: Comparing effects across dieting and exercise behaviors. Motivation and Emotion, 30, 306–320. doi:10.1007/s11031-006-9046-5
68. M.S.HaggerN.L.D.ChatzisarantisV.HeinM.PihuI.SoósI.Karsai (2007). The perceived autonomy support scale for exercise settings (PASSES): Development, validity, and cross-cultural invariance in young people. Psychology of Sport and Exercise, 8, 632–653. doi:10.1016/j.psychsport.2006.09.001
69. M.S.HaggerN.L.D.ChatzisarantisV.HeinM.PihuI.SoósI.KarsaiS..Leemans (2009). Teacher, peer, and parent autonomy support in physical education and leisure-time physical activity: A trans-contextual model of motivation in four cultures. Psychology & Health, 24, 689–711. doi:10.1080/08870440801956192
70. M.S.HaggerS.J.Hardcastle (2014). Interpersonal style should be included in taxonomies of behaviour change techniques. Frontiers in Psychology, 5, 254. doi:10.3389/fpsyg.2014.00254
71. M.S.HaggerA.L.RebarB.A.MullanO.V.LippN.L.D.Chatzisarantis (2015). The subjective experience of habit captured by self-report indexesmaylead to inaccuracies in the measurement of habitual action. Health Psychology Review. Advance online publication. doi:10.1080/17437199.2014.959728
72. M.S.HaggerP.RentzelasN.L.D.Chatzisarantis (2014). Effects of individualist and collectivist group norms and choice on intrinsic motivation. Motivation and Emotion, 38, 215–223. doi:10.1007/s11031-013-9373-2
73. M.S.HaggerS.SultanS.J.HardcastleN.L.D.Chatzisarantis (2015). Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment. Contemporary Educational Psychology, 41, 111–123. doi:10.1016/j.cedpsych.2014.12.002
74. K.HamiltonS.CoxK.M.White (2012). Testing a model of physical activity among mothers and fathers of young children: Integrating self-determined motivation, planning, and theory of planned behavior. Journal of Sport & Exercise Psychology, 34, 124–145.
75. W.HardemanM.JohnstonD.W.JohnstonD.BonettiN.J.WarehamA.L.Kinmonth (2002). Application of the theory of planned behaviour change interventions: A systematic review. Psychology & Health, 17, 123–158. doi:10.1080/08870440290013644a
76. C.HertzogJ.R.Nesselroade (1987). Beyond autoregressive models: Some implications of the trait-state distinction for the structural modeling of developmental change. Child Development, 58, 93–109. doi:10.2307/1130294
77. J.P.T.HigginsS.G.Thompson (2002). Quantifying heterogeneity in a meta-analysis. Statistics in Medicine, 21, 1539–1558. doi:10.1002/sim.1186
78. J.P.T.HigginsS.G.ThompsonJ.J.DeeksD.G.Altman (2003). Measuring inconsistency in meta-analyses. British Medical Journal, 327, 557–560. doi:10.1136/bmj.327.7414.557
79. L.HuP.M.Bentler (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. doi:10.1080/10705519909540118
80. 2 index?Psychological Methods, 11, 193–206. doi:10.1037/1082-989X.11.2.193
81. J.E.HunterF.L.Schmidt (1994). Methods of meta-analysis: Correcting error and bias in research findings (2nd ed.). Newbury Park, CA: Sage.
82. J.E.HunterF.L.Schmidt (2000). Fixed effects vs. random effects meta-analysis models: Implications for cumulative research knowledge in psychology. International Journal of Selection and Assessment, 8, 275–292. doi:10.1111/1468-2389.00156
83. S.S.IyengarM.R.Lepper (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76, 349–366. doi:10.1037/0022-3514.76.3.349
84. R.KoestnerF.BernieriM.Zuckerman (1992). Self-regulation and consistency between attitudes, traits, and behaviors. Personality and Social Psychology Bulletin, 18, 52–59. doi:10.1177/0146167292181008
85. R.KoestnerR.M.RyanF.BernieriK.Holt (1984). Setting limits on children’s behavior: The differential effects of controlling versus informational styles on intrinsic motivation and creativity. Journal of Personality, 52, 233–248. doi:10.1111/j.1467-6494.1984.tb00879.x
86. M.R.LepperJ.H.CorpusS.S.Iyengar (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97, 184–196. doi:10.1037/0022-0663.97.2.184
87. B.S.C.LimC.K.J.Wang (2009). Perceived autonomy support, behavioural regulations in physical education and physical activity intention. Psychology of Sport and Exercise, 10, 52–60. doi:10.1016/j.psychsport.2008.06.003
88. M.LindwallP.LarsmannM.S.Hagger (2011). The reciprocal relationship between physical activity and depression in older European adults: A prospective cross-lagged panel design using SHARE data. Health Psychology, 30, 453–462. doi:10.1037/a0023268
89. M.L.Maehr (1976). Continuing motivation: An analysis of a seldom considered educational outcome. Review of Educational Research, 46, 443–462. doi:10.3102/00346543046003443
90. D.MarklandL.Hardy (1997). On the factorial and construct validity of the intrinsic motivation inventory: Conceptual and operational concerns. Research Quarterly for Exercise and Sport, 68, 20–32. doi:10.1080/02701367.1997.10608863
91. J.MataM.N.SilvaP.N.VieiraE.V.CarracaA.M.AndradeS.R.CoutinhoP.J..Teixeira (2009). Motivational “spill-over” during weight control: Increased self-determination and exercise intrinsic motivation predict eating self-regulation. Health Psychology, 28, 709–716. doi:10.1037/a0016764
92. R.P.McDonald (1997). Haldane’s lungs: A case study in path analysis. Multivariate Behavioral Research, 32, 1–38. doi:10.1207/s15327906mbr3201_1
93. S.McLachlanM.S.Hagger (2010a). Associations between motivational orientations and chronically-accessible outcomes in leisure-time physical activity: Are appearance-related outcomes controlling in nature?Research Quarterly for Exercise and Sport, 81, 102–107. doi:10.1080/02701367.2010.10599633
94. S.McLachlanM.S.Hagger (2010b). Effects of an autonomy-supportive intervention on tutor behaviors in a higher education context. Teaching and Teacher Education, 26, 1205–1211. doi:10.1016/j.tate.2010.01.006
95. S.McLachlanM.S.Hagger (2011a). Do people differentiate between intrinsic and extrinsic goals in physical activity behavior?Journal of Sport & Exercise Psychology, 33, 273–288.
96. S.McLachlanM.S.Hagger (2011b). The influence of chronically-accessible autonomous and controlling motives on physical activity within an extended theory of planned behaviour. Journal of Applied Social Psychology, 41, 445–470. doi:10.1111/j.1559-1816.2010.00721.x
97. S.McLachlanC.SprayM.S.Hagger (2011). The development of a scale measuring integrated regulation in exercise. British Journal of Health Psychology, 16, 722–743. doi:10.1348/2044-8287.002009
98. R.W.Motl (2007). Theoretical models for understanding physical activity behavior among children and adolescents-social cognitive theory and self-determination theory. Journal of Teaching in Physical Education, 26, 350–357.
99. E.MullanD.A.MarklandD.K.Ingledew (1997). A graded conceptualisation of self-determination in the regulation of exercise behaviour: Development of a measure using confirmatory factor analysis. Personality and Individual Differences,23, 745–752. doi:10.1016/S0191-8869(97)00107-4
100. J.Ogden (2003). Some problems with social cognition models: A pragmatic and conceptual basis. Health Psychology, 22, 424–428. doi:10.1037/0278-6133.22.4.424
101. J.Ogden (2015). Time to retire the TPB? One of us will have to go! A commentary on Sniehotta, Presseau and Araújo-Soares. Health Psychology Review. Advance online publication. doi:10.1080/17437199.2014.898679
102. S.OrbellM.S.HaggerV.BrownJ.Tidy (2006). Comparing two theories of health behavior: A prospective study of non-completion of treatment following cervical cancer screening. Health Psychology,25, 604–615. doi:10.1037/0278-6133.25.5.604
103. J.A.OuelletteW.Wood (1998). Habit and intention in everyday life: The multiple processes by which past behavior predicts future behavior. Psychological Bulletin, 124, 54–74. doi:10.1037//0033-2909.124.1.54
104. E.A.PatallH.CooperS.R.Wynn (2010). The effectiveness and relative importance of choice in the classroom. Journal of Educational Psychology, 102, 896–915. doi:10.1037/a0019545
105. L.J.PaveyP.Sparks (2010). Autonomy and reactions to health-risk information. Psychology & Health, 25, 855–872. doi:10.1080/08870440902929528
106. L.G.PelletierM.S.FortierR.J.VallerandN.M.Briere (2001). Associations among perceived autonomy support, forms of self-regulation, and persistence: A prospective study. Motivation and Emotion,25, 279–306. doi:10.1023/A:1014805132406
107. P.R.PintrichE.V.Degroot (1990). Motivational and self-regulated learning components of classroom academic-performance. Journal of Educational Psychology, 82, 33–40. doi:10.1037/0022-0663.82.1.33
108. A.L.RebarA.M.LoftusM.S.Hagger (2015). Cognitive control and the non-conscious regulation of health behavior. Frontiers in Human Neuroscience, 9, 122. doi:10.3389/fnhum.2015.00122
109. J.Reeve (2002). Self-determination theory applied to educational settings. In (Eds.), Handbook of self-determination research (pp. 183–203). Rochester, NY: University of Rochester Press.
110. J.ReeveE.BoltY.Cai (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91, 537–548. doi:10.1037/0022-0663.91.3.537
111. J.ReeveH.Jang (2006). What teachers say and do to support students’ autonomy during a learning activity. Journal of Educational Psychology, 98, 209–218. doi:10.1037/0022-0663.98.1.209
112. M.S.Rosenberg (2005). The file-drawer problem revisited: A general weighted method for calculating fail-safe numbers in meta-analysis. Evolution59, 464–468. doi:10.1111/j.0014-3820.2005.tb01004.x
113. M.Rutter (2007). Proceeding from observed correlation to causal inference: The use of natural experiments. Perspectives on Psychological Science, 2, 377–395. doi:10.1111/j.1745-6916.2007.00050.x
114. R.M.Ryan (1995). Psychological needs and the facilitation of integrative processes. Journal of Personality, 63, 397–427. doi:10.1111/j.1467-6494.1995.tb00501.x
115. R.M.RyanV.I.ChirkovT.D.LittleK.M.SheldonE.TimoshinaE.L.Deci (1999). The American dream in Russia: Extrinsic aspirations and well-being in two cultures. Personality and Social Psychology Bulletin, 25, 1509–1524. doi:10.1177/01461672992510007
116. R.M.RyanJ.P.Connell (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749–761. doi:10.1037/0022-3514.57.5.749
117. R.M.RyanE.L.Deci (2006). Self-regulation and the problem of human autonomy: Does psychology need choice, self-determination, and will?Journal of Personality, 74, 1557–1586. doi:10.1111/j.1467-6494.2006.00420.x
118. R.M.RyanE.L.Deci (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. In (Eds.), Handbook on motivation at school (pp. 171–196). New York, NY: Routledge.
119. S.SebireR.JagoK.FoxM.EdwardsJ.Thompson (2013). Testing a self-determination theory model of children’s physical activity motivation: a cross-sectional study. International Journal of Behavioral Nutrition and Physical Activity, 10, 111. doi:10.1186/1479-5868-10-111
120. P.SheeranP.NormanS.Orbell (1999). Evidence that intentions based on attitudes better predict behaviour than intentions based on subjective norms. European Journal of Social Psychology, 29, 403–406. doi:10.1002/(SICI)1099-0992(199903/05)29:2/3<403::AID-EJSP942>3.0.CO;2-A
121. K.M.SheldonA.J.Elliot (1999). Goal striving, need satisfaction, and longitudinal well-being: The self-concordance model. Journal of Personality and Social Psychology, 76, 482–497. doi:10.1037/0022-3514.76.3.482
122. K.M.SheldonA.J.ElliotY.KimT.Kasser (2001). What is satisfying about satisfying events? Testing 10 candidate psychological needs. Journal of Personality and Social Psychology, 80, 325–339. doi:10.1037//0022-3514.80.2.325
123. K.M.SheldonA.J.ElliotR.M.RyanV.ChirkovY.KimC.WuZ..Sun (2004). Self-concordance and subjective well-being in four cultures. Journal of Cross-Cultural Psychology, 35, 209–233. doi:10.1177/0022022103262245
124. B.ShenN.McCaughtryJ.Martin (2007). The influence of self-determination in physical education on leisure-time physical activity behavior. Research Quarterly for Exercise and Sport, 78, 328–338. doi:10.1080/02701367.2007.10599430
125. B.ShenN.McCaughtryJ.Martin (2008). Urban adolescents’ exercise intentions and behaviors: An exploratory study of a trans-contextual model. Contemporary Educational Psychology, 33, 841–858. doi:10.1016/j.cedpsych.2007.09.002
126. F.F.SniehottaJ.PresseauV.Araújo-Soares (2015). On the development, evaluation, and evolution of health behaviour theory. Health Psychology Review. Advance online publication. doi:10.1080/17437199.2015.1022902
127. M.StandageF.B.GillisonN.NtoumanisD.C.Treasure (2012). Predicting students’ physical activity and health-related well-being: A prospective cross-domain investigation of motivation across school physical education and exercise settings. Journal of Sport & Exercise Psychology, 34, 37–60.
128. J.M.Stauffer (1996). A graphical user interface psychometric meta-analysis program for DOS. Educational and Psychological Measurement, 56, 675–677. doi:10.1177/0013164496056004009
129. J.A.C.SterneM.EggerG.D.Smith (2001). Investigating and dealing with publication and other biases in meta-analysis. British Medical Journal, 323. doi:10.1136/bmj.323.7304.101
130. F.StrackR.Deutsch (2004). Reflective and impulsive determinants of social behavior. Personality and Social Psychology Review, 8, 220–247. doi:10.1207/s15327957pspr0803_1
131. Y.L.SuJ.Reeve (2011). A meta-analysis of the effectiveness of intervention programs designed to support autonomy. Educational Psychology Review, 23, 159–188. doi:10.1007/s10648-010-9142-7
132. I.M.TaylorC.Lonsdale (2010). Cultural differences in the relationships among autonomy support, psychological need satisfaction, subjective vitality, and effort in British and Chinese physical education. Journal of Sport & Exercise Psychology, 32, 655–673.
133. I.M.TaylorN.Ntoumanis (2007). Teacher motivational strategies and student self-determination in physical education. Journal of Educational Psychology, 99, 747–760. doi:10.1037/0022-0663.99.4.747
134. U.TrautweinO.LudtkeC.KastensO.Koller (2006). Effort on homework in grades 5-9: Development, motivational antecedents, and the association with effort on classwork. Child Development, 77, 1094–1111. doi:10.1111/j.1467-8624.2006.00921.x
135. R.J.Vallerand (1997). Towards a hierarchical model of intrinsic and extrinsic motivation. Advances in Experimental Social Psychology, 29, 271–360. doi:10.1016/S0065-2601(08)60019-2
136. M.VansteenkisteW.LensE.L.Deci (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41, 19–31. doi:10.1207/s15326985ep4101_4
137. M.VansteenkisteR.M.Ryan (2013). On psychological growth and vulnerability: Basic psychological need satisfaction and need frustration as a unifying principle. Journal of Psychotherapy Integration, 23, 263–280. doi:10.1037/a0032359
138. M.VansteenkisteJ.SimonsW.LensK.M.Sheldon (2004). Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomy-supportive contexts. Journal of Personality and Social Psychology, 87, 246–260. doi:10.1037/0022-3514.87.2.246
139. C.ViswesvaranD.S.Ones (1995). Theory testing: Combining psychometric meta-analysis and structural equations modeling. Personnel Psychology, 48, 865–886. doi:10.1111/j.1744-6570.1995.tb01784.x
140. C.K.J.WangM.S.HaggerW.C.Liu (2009). A cross-cultural validation of perceived locus of causality in physical education and sport contexts. Research Quarterly for Exercise and Sport, 80, 313–325. doi:10.1080/02701367.2009.10599566
141. P.M.WilsonW.M.RodgersC.M.BlanchardJ.Gessell (2003). The relationship between psychological needs, self-determined motivation, exercise attitudes, and physical fitness. Journal of Applied Social Psychology, 33, 2373–2392. doi:10.1111/j.1559-1816.2003.tb01890.x
142. S.Yli-PiipariT.LayneC.Irwin (2014, April). An autonomy-supportive intervention on physical education motivation and physical activity. Paper presented at the Alliance for Health, Physical Education, Recreation and Dance National (AAHPERD) Convention, St Louis, MO.