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About This Document: The present study examined the tenets of a trans-contextual model of motivation in Greek high school pupils. The trans-contextual model proposes a motivational sequence in which autonomous motives from physical education and leisure-time contexts mediate the influence of perceived autonomy support in physical education on leisure-time physical activity intentions and behavior. Adolescents (N = 183) from a high-school in Greece participated in the three-wave prospective study. At the first wave the participants completed measures of perceived autonomy support and autonomous motives in a physical education context. One week later, participants' autonomous motives and constructs from the theory of planned behavior in a leisure-time physical activity context were measured. Five weeks later participants reported their physical activity behavior. Results partially supported the hypothesized motivational sequence, although autonomous motivation in a physical education context did not have a role predicting motivation across contexts. Testing the model in a Greek context suggests that the proposed motivational sequence may be applicable across cultural groups. [PUBLICATION ABSTRACT]

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A Test of the Trans-Contextual Model of Motivation in Greek High School Pupils

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A Test of the Trans-Contextual Model of Motivation in Greek High School Pupils

Vassilis Barkoukis; Martin S Hag

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