Background/Purpose
Self-determination theory (SDT) addresses learner motivation through satisfying innate needs for autonomy, competence and relatedness. Within SDT are five self-determined regulatory motivation categories (amotivation, external, introjected, identified and intrinsic) reflecting degrees to which behavior is internalized and integrated (Ryan & Deci, 2002). Most SD research explores physical activity (PA) in traditional school settings. We investigate effort and future intention (FI) for PA in a summer camp setting for adolescent at-risk boys.
Method
Participants were 97 boys aged 10-13 who completed four well-validated questionnaires assessing psychological needs and self-determined motivation toward camp activities.
Analysis/Results
Multiple regression analysis revealed boys' self-determined motivation significantly predicted Effort, F (5, 80) = 6.226, p<.001 and FI, F (5, 80) = 3.690, p<.01. Based on standardized coefficients, Effort and FI were significantly predicted by identified regulation (â=.297, p<.05; â=.300, p<.05. Psychological needs significantly predicted Effort F (3, 92) = 5.469, p<.01. Perceived competence (â=.313, p<.01) was the only significant predictor. No psychological needs predicted FI.
Conclusions
Elements of psychological needs and self-determined motivation regulations predicted Effort and FI. Since identified motivation reflects a conscious valuing of a goal or task, the boys accepted and worked hard during the camp's activities. They also provided evidence of intention for future PA. While competence (effectiveness in the engaged activities) also predicted effort, no psychological needs predicted FI. Results document that when at-risk boys value the activities in a nontraditional PA setting and feel competent, they will engage and show effort. For continued effort, we recommend camp personnel also foster autonomy and relatedness.
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