Transformational teaching, self-presentation motives, and identity in adolescent female physical education

Nina Verma, Robert C. Eklund, Calum A. Arthur, Timothy C. Howle, Ann-Marie Gibson

Research output: Contribution to journalArticle

Abstract

This study examined whether teachers’ use of transformational teaching behaviors, as perceived by adolescent girls, in physical education would predict girls’ moderate to vigorous physical activity via mediated effects of physical activity self-presentation motives, physical activity identity, and physical education class engagement. Self-report data were acquired from 273 Scottish high school girls in Grades S1–S3 (the equivalent of Grades 7–9 in North America) at 2 time points separated by 1 week. Significant predictive pathways were found from transformational teaching to girls’ moderate to vigorous physical activity via mediated effects of acquisitive self-presentation motives and physical activity identity. This preliminary study provides a novel contribution to the research area by showing how previously unrelated psychosocial constructs work together to predict adolescent girls’ moderate to vigorous physical activity. Results are discussed in relation to existing literature and future research directions.
LanguageEnglish
Pages1-9
Number of pages9
JournalJournal of Sport and Exercise Psychology
Volume41
Issue number1
DOIs
Publication statusPublished - 28 Feb 2019

Fingerprint

Physical Education and Training
Teaching
Exercise
North America
Self Report
Research

Keywords

  • exercise identity
  • impression construction
  • impression motivation
  • leadership
  • physical activity

Cite this

Verma, Nina ; Eklund, Robert C. ; Arthur, Calum A. ; Howle, Timothy C. ; Gibson, Ann-Marie. / Transformational teaching, self-presentation motives, and identity in adolescent female physical education. In: Journal of Sport and Exercise Psychology. 2019 ; Vol. 41, No. 1. pp. 1-9.
@article{8e1d18ef722e41d49b92a1bac177c03e,
title = "Transformational teaching, self-presentation motives, and identity in adolescent female physical education",
abstract = "This study examined whether teachers’ use of transformational teaching behaviors, as perceived by adolescent girls, in physical education would predict girls’ moderate to vigorous physical activity via mediated effects of physical activity self-presentation motives, physical activity identity, and physical education class engagement. Self-report data were acquired from 273 Scottish high school girls in Grades S1–S3 (the equivalent of Grades 7–9 in North America) at 2 time points separated by 1 week. Significant predictive pathways were found from transformational teaching to girls’ moderate to vigorous physical activity via mediated effects of acquisitive self-presentation motives and physical activity identity. This preliminary study provides a novel contribution to the research area by showing how previously unrelated psychosocial constructs work together to predict adolescent girls’ moderate to vigorous physical activity. Results are discussed in relation to existing literature and future research directions.",
keywords = "exercise identity, impression construction, impression motivation, leadership, physical activity",
author = "Nina Verma and Eklund, {Robert C.} and Arthur, {Calum A.} and Howle, {Timothy C.} and Ann-Marie Gibson",
note = "Full text attached is as accepted for publication.",
year = "2019",
month = "2",
day = "28",
doi = "10.1123/jsep.2017-0299",
language = "English",
volume = "41",
pages = "1--9",
journal = "Journal of Sport and Exercise Psychology",
issn = "0895-2779",
number = "1",

}

Transformational teaching, self-presentation motives, and identity in adolescent female physical education. / Verma, Nina; Eklund, Robert C.; Arthur, Calum A.; Howle, Timothy C.; Gibson, Ann-Marie.

In: Journal of Sport and Exercise Psychology, Vol. 41, No. 1, 28.02.2019, p. 1-9.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Transformational teaching, self-presentation motives, and identity in adolescent female physical education

AU - Verma, Nina

AU - Eklund, Robert C.

AU - Arthur, Calum A.

AU - Howle, Timothy C.

AU - Gibson, Ann-Marie

N1 - Full text attached is as accepted for publication.

PY - 2019/2/28

Y1 - 2019/2/28

N2 - This study examined whether teachers’ use of transformational teaching behaviors, as perceived by adolescent girls, in physical education would predict girls’ moderate to vigorous physical activity via mediated effects of physical activity self-presentation motives, physical activity identity, and physical education class engagement. Self-report data were acquired from 273 Scottish high school girls in Grades S1–S3 (the equivalent of Grades 7–9 in North America) at 2 time points separated by 1 week. Significant predictive pathways were found from transformational teaching to girls’ moderate to vigorous physical activity via mediated effects of acquisitive self-presentation motives and physical activity identity. This preliminary study provides a novel contribution to the research area by showing how previously unrelated psychosocial constructs work together to predict adolescent girls’ moderate to vigorous physical activity. Results are discussed in relation to existing literature and future research directions.

AB - This study examined whether teachers’ use of transformational teaching behaviors, as perceived by adolescent girls, in physical education would predict girls’ moderate to vigorous physical activity via mediated effects of physical activity self-presentation motives, physical activity identity, and physical education class engagement. Self-report data were acquired from 273 Scottish high school girls in Grades S1–S3 (the equivalent of Grades 7–9 in North America) at 2 time points separated by 1 week. Significant predictive pathways were found from transformational teaching to girls’ moderate to vigorous physical activity via mediated effects of acquisitive self-presentation motives and physical activity identity. This preliminary study provides a novel contribution to the research area by showing how previously unrelated psychosocial constructs work together to predict adolescent girls’ moderate to vigorous physical activity. Results are discussed in relation to existing literature and future research directions.

KW - exercise identity

KW - impression construction

KW - impression motivation

KW - leadership

KW - physical activity

UR - https://journals.humankinetics.com/

U2 - 10.1123/jsep.2017-0299

DO - 10.1123/jsep.2017-0299

M3 - Article

VL - 41

SP - 1

EP - 9

JO - Journal of Sport and Exercise Psychology

T2 - Journal of Sport and Exercise Psychology

JF - Journal of Sport and Exercise Psychology

SN - 0895-2779

IS - 1

ER -