Nikos L. D. Chatzisarantis

Curtin University

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Martin S. Hagger

University of California, Merced

132

Stuart Biddle

University of Southern Queensland

John Wang

Nanyang Technological University

Cecilie Thøgersen‐Ntoumani

Curtin University

Nikos Ntoumanis

University of Birmingham

Sarah J. Hardcastle

Vanderbilt University

Derwin King Chung Chan

Education University of Hong Kong

Sviatlana Kamarova

Curtin University

Deming Wang

James Cook University Singapore

Trudi Culverhouse

Brunel University of London

Cooperative Institutions

Curtin University

University of British Columbia

University of Toronto

Loughborough University

University of Michigan–Ann Arbor

New York University

Speech Pathology Australia

Florida State University

University of Queensland

Harvard University

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Effects of school-based intervention programmes in promoting moderate to vigorous physical activity during leisure time.

Masato Kawabata Nikos L. D. Chatzisarantis

This brief was based on the project OER 24/15 MK: Effects of School-Based Intervention Programmes in Promoting Moderate to Vigorous Physical Activity During Leisure Time.

Leisure time

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When effects of the universal psychological need for autonomy on health behaviour extend to a large proportion of individuals: A field experiment

British Journal of Health Psychology (2012)

Nikos L. D. Chatzisarantis Martin S. Hagger Sviatlana Kamarova Masato Kawabata

Objective. Based on tenets of self‐determination theory, the present manuscript examined the hypothesis that a physical activity intervention programme that supported the universal psychological need for autonomy would motivate a large proportion of young individuals to engage in physical activity. In contrast, we hypothesized that interventions that did not support the universal psychological need for autonomy would motivate a smaller proportion of young individuals to endorse the physical activity programme. Method. A field experiment was conducted. Participants were randomly allocated to an intervention that supported the psychological need for autonomy and two conditions that did not support the psychological need for autonomy (rationale‐only or forced‐choice conditions). Results. It was demonstrated that more young individuals initiated and completed a physical activity intervention programme when the programme supported the psychological need for autonomy than when the programme did not support the psychological need for autonomy. Conclusions. Results of the present study provide additional evidence to a growing body of literature recognizing the importance of universal psychological needs in motivating health‐related behaviours. Statement of Contribution What is already known on this subject? Previous research has established the unique effects of the psychological need for autonomy on health behaviour. Several studies have shown that individuals are more likely to adopt health‐related behaviour when they complete interventions that support the psychological need for autonomy than when they are exposed to interventions that frustrate the psychological need for autonomy. What does this study add? The current study adds to knowledge by demonstrating that the effects of universal psychological needs extend to a large proportion (i.e., the majority) of individuals. This means that autonomy supportive interventions to change health behaviour will lead to benefits to a large proportion of individuals in a population, which is extremely beneficial to public health campaigns that aim to increase the health of the general population.

10.1111/j.2044-8287.2012.02073.x

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Equal prioritisation does not yield lower levels of participation in physical activities than higher prioritisation

Psychology of sport and exercise (2015)

Nikos L. D. Chatzisarantis Vassilis Barkoukis Sami Yli‐Piipari Cecilie Thøgersen‐Ntoumani Nikos Ntoumanis

10.1016/j.psychsport.2015.07.001

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Self-determination Theory and the psychology of exercise

International Review of Sport and Exercise Psychology (2008)

Martin S. Hagger Nikos L. D. Chatzisarantis

Abstract The purpose of the Self-determination Theory is to explain motivation and behaviour based on individual differences in motivational orientations, contextual influences, and interpersonal perceptions. The theory has shown utility in explaining the antecedents and processes that underpin exercise behaviour. This review will provide an overview of the theory and its application in explaining health-related exercise motivation, behaviour, and outcomes. Recent innovative research using the theory in exercise contexts will also be reviewed in two key areas: advances in measurement and theoretical integration. Based on this evidence, recommendations for future investigations will be made advocating the development instruments to measure self-determined motivation from first principles, the adoption of experimental and intervention designs to better infer causal links between self-determined motivation and behaviour, further investigation of the role of implicit self-determined motivation in predicting behaviour, and the integration of the Self-determination Theory with other theories of motivation, e.g. the Theory of Planned Behaviour and the Achievement Goal Theory, to provide complimentary explanations of self-determined motivation in exercise contexts. Based on the evidence, the Self-determination Theory demonstrates considerable efficacy in explaining exercise motivation and behaviour. Future research should adopt these recommendations to develop the theory further with a view to informing intervention and practice. Keywords: self-determination theoryautonomyintrinsic motivationlocus of causalitytheoretical integration Notes 1. We have identified two mechanisms or processes that are prevalent in research that has applied the Self-determination Theory to exercise behaviour: mediation and moderation. Mediation refers to the transfer of the effect of one variable (usually called a predictor or independent variable) on another (usually referred to as the outcome or dependent variable) by a third variable (the mediator). A series of conditions must be met for a variable to qualify as a mediator. The independent variable must be significantly correlated with the dependent variable and the mediator must be significantly correlated with the independent variable. The mediator must also have an independent effect on the dependent variable. Most important, the inclusion of the mediator as a predictor of the dependent variable must reduce or attenuate the effect of the independent variable on the dependent variable for mediation to occur. For a clear explanation of mediation effects, the reader is directed to Baron and Kenny (Citation1986). Moderators refer to variables that interact with, or alter, the effect of one variable on another. Therefore, a moderator changes the effect that one variable has on another. There are numerous ways that a moderator can be evaluated in psychological research. The most prominent is testing for interaction effects using multi-factorial designs and analysed using ANOVA models or moderated multiple regression analysis. Another approach would be to split a sample based on the high and low values on a moderator variable and analyse the relationship or system to be moderated in each sub-sample using regression or correlation analysis. Further reading on moderation and interaction effects can be gleaned from Aiken and West's (Citation1991) classic treatment on this subject.

Moderation

Goal theory

Moderated mediation

Motivation theory

Feature integration theory

Psychological Theory

Cognitive evaluation theory

10.1080/17509840701827437

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Citations (282)

Effects of Implementation Intentions Linking Suppression of Alcohol Consumption to Socializing Goals on Alcohol‐Related Decisions

Journal of Applied Social Psychology (2010)

Nikos L. D. Chatzisarantis Martin S. Hagger

This article investigates the effects of implementation intentions that connect the suppression of alcohol consumption to socializing goals on the decision to accept an offer of a free alcoholic drink. Participants were university students ( N = 48) who were randomly assigned to an implementation intention condition or a control condition. The results show that participants who formed implementation intentions were less likely to accept the offer of a free alcoholic drink than were participants who did not form implementation intentions. In addition, the results demonstrate that the implementation intention effect held among habitual alcohol drinkers. The results of the present study suggest that implementation exercises can successfully suppress habitual alcohol consumption.

Consumption

10.1111/j.1559-1816.2010.00632.x

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It is premature to regard the ego-depletion effect as â€œToo Incredibleâ€

Frontiers in Psychology (2014)

Martin S. Hagger Nikos L. D. Chatzisarantis

GENERAL COMMENTARY article Front. Psychol., 10 April 2014Sec. Personality and Social Psychology Volume 5 - 2014 | https://doi.org/10.3389/fpsyg.2014.00298

Ego Depletion

10.3389/fpsyg.2014.00298

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Citations (52)

Changing Behavior Using Self-Determination Theory

Cambridge University Press eBooks (2020)

Martin S. Hagger Nelli Hankonen Nikos L. D. Chatzisarantis Richard M. Ryan

Self-determination theory is a generalized theory of behavior that focuses on motivation quality and psychological need satisfaction as preeminent behavioral determinants. The theory distinguishes between autonomous and controlled forms of motivation. Autonomous motivation reflects willingly engaging in behaviors for self-endorsed reasons, whereas controlled motivation reflects engaging in behavior for externally or internally pressured or controlled reasons. Satisfaction of the needs for autonomy, competence, and relatedness is necessary for optimal functioning and well-being, and influences the form of motivation, autonomous or controlled, experienced by individuals when acting. Autonomous motivation is consistently related to sustained behavior change and adaptive outcomes. Interventions to promote autonomous motivation have targeted psychological need support provided by social agents (e.g., leaders, managers, teachers, health professionals), particularly autonomy need support. Interventions using need-supportive techniques have demonstrated efficacy in promoting autonomous motivation, behavior change, and adaptive outcomes. Research has identified behaviors displayed, and language used, by social agents, or communicated by other means, that support autonomous motivation. Autonomy-support training programs have been developed to train social agents to promote autonomous motivation and behavior change. Future research needs to examine the unique and interactive effects of specific autonomy-support techniques, provide further evidence for long-term efficacy, and examine "dose" effects and long-term efficacy.

10.1017/9781108677318.008

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Influence of Perceived Motivational Climate on Achievement Goals in Physical Education: A Structural Equation Mixture Modeling Analysis

Journal of Sport and Exercise Psychology (2010)

John Wang Woon Chia Liu Nikos L. D. Chatzisarantis Coral Boon San Lim

The purpose of the current study was to examine the influence of perceived motivational climate on achievement goals in physical education using a structural equation mixture modeling (SEMM) analysis. Within one analysis, we identified groups of students with homogenous profiles in perceptions of motivational climate and examined the relationships between motivational climate, 2 x 2 achievement goals, and affect, concurrently. The findings of the current study showed that there were at least two distinct groups of students with differing perceptions of motivational climate: one group of students had much higher perceptions in both climates compared with the other group. Regardless of their grouping, the relationships between motivational climate, achievement goals, and enjoyment seemed to be invariant. Mastery climate predicted the adoption of mastery-approach and mastery-avoidance goals; performance climate was related to performance-approach and performance-avoidance goals. Mastery-approach goal had a strong positive effect while performance-avoidance had a small negative effect on enjoyment. Overall, it was concluded that only perception of a mastery motivational climate in physical education may foster intrinsic interest in physical education through adoption of mastery-approach goals.

Physical Education

School Climate

Goal theory

Mastery Learning

Goal Orientation

Need for achievement

10.1123/jsep.32.3.324

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Citations (66)

Math Homework Theory of Planned Behavior Measure

PsycTESTS Dataset (2015)

Martin S. Hagger Sarwat Sultan Sarah J. Hardcastle Nikos L. D. Chatzisarantis