Self-determined motivation and physical activity in children and adolescents: A systematic review and meta-analysis
Owen, Katherine B., Smith, Jordan, Lubans, David, Ng, Johan and Lonsdale, Chris. (2014) Self-determined motivation and physical activity in children and adolescents: A systematic review and meta-analysis. Preventive Medicine. 67, pp. 270 - 279. https://doi.org/10.1016/j.ypmed.2014.07.033
|Authors||Owen, Katherine B., Smith, Jordan, Lubans, David, Ng, Johan and Lonsdale, Chris|
Objective: Self-determination theory is used as a framework for examining the relation between motivation and physical activity. The purpose of this review was to systematically review studies that assessed the association between self-determined motivation and physical activity levels in children and adolescents.
Method: We searched electronic databases in April 2013. Included studies assessed the relation between motivation (as outlined in self-determination theory) and physical activity in children and adolescents.
Results: Forty-six studies (n = 15,984 participants) met the inclusion criteria. Meta-analysis indicated that overall levels of self-determined motivation had a weak to moderate, positive associations with physical activity (ρ = .21 to .31). Autonomous forms of motivation (i.e., intrinsic motivation and identified regulation) had moderate, positive associations with physical activity (ρ = .27 to .38), whereas controlled forms of motivation (i.e., introjection and external regulation) had weak, negative associations with physical activity (ρ = − .03 to −.17). Amotivation had a weak, negative association with physical activity (ρ = − .11 to − .21).
Conclusions: Evidence provides some support for self-determination theory tenets. However, there was substantial heterogeneity in most associations and many studies had methodological shortcomings.
|Keywords||adolescent; children; self-determination theory; physical activity; physical education; leisure time|
|Journal citation||67, pp. 270 - 279|
|Digital Object Identifier (DOI)||https://doi.org/10.1016/j.ypmed.2014.07.033|
|Page range||270 - 279|
|Research Group||Institute for Positive Psychology and Education|
|Place of publication||Netherlands|
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