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Combining the Integrated-Change Model with Self-Determination Theory: Application in Physical Activity.

ABSTRACT: Background: Critically testing and integrating theoretical models can aid health promotion research and intervention planning. This study aimed to critically compare and integrate Self-Determination Theory (SDT) and Integrated-Change Model (ICM) for explaining physical activity behaviour. Methods: A dataset was used with Dutch adults, consisting of information on demographics and socio-cognitive and behavioural determinants. There were three measurements over a period of six months, with the baseline sample consisting of 1867 participants. Confirmatory factor analysis was conducted to assess the reliability of the items and their corresponding scales. To examine cognitive pathways, we applied Structural Equation Modelling (SEM). Results: For SDT, none of the pathways were significant but the model fit was decent (R² = 0.20; RMSEA = 0.07; CFI = 0.91). For ICM, the model fit was similar (R² = 0.19; RMSEA = 0.07; CFI = 0.73), with many significant pathways, as stipulated by the theory. The integration of STD and ICM constructs revealed similar explained behavioural variance (R² = 21%), with no significantly different model fit. Conclusion: The integration of SDT and ICM added no value as a prediction model. However, the integrated model explains the underlying mechanism of STD constructs, as well as the determinants of attitude, social influences, and self-efficacy. In the context of intervention design, ICM or the integrated model seem most useful as it reveals the stages and pathways to behaviour change.

SUBMITTER: Cheung KL

PROVIDER: S-EPMC7793065 | biostudies-literature | 2020 Dec

REPOSITORIES: biostudies-literature

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Combining the Integrated-Change Model with Self-Determination Theory: Application in Physical Activity.

Cheung Kei Long KL Eggers Sander Matthijs SM de Vries Hein H

International journal of environmental research and public health 20201223 1

<i>Background</i>: Critically testing and integrating theoretical models can aid health promotion research and intervention planning. This study aimed to critically compare and integrate Self-Determination Theory (SDT) and Integrated-Change Model (ICM) for explaining physical activity behaviour. <i>Methods</i>: A dataset was used with Dutch adults, consisting of information on demographics and socio-cognitive and behavioural determinants. There were three measurements over a period of six months ...[more]

PMID: 33374522

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Project description:BackgroundUnderstanding children's physical activity motivation, its antecedents and associations with behavior is important and can be advanced by using self-determination theory. However, research among youth is largely restricted to adolescents and studies of motivation within certain contexts (e.g., physical education). There are no measures of self-determination theory constructs (physical activity motivation or psychological need satisfaction) for use among children and no previous studies have tested a self-determination theory-based model of children's physical activity motivation. The purpose of this study was to test the reliability and validity of scores derived from scales adapted to measure self-determination theory constructs among children and test a motivational model predicting accelerometer-derived physical activity.MethodsCross-sectional data from 462 children aged 7 to 11 years from 20 primary schools in Bristol, UK were analysed. Confirmatory factor analysis was used to examine the construct validity of adapted behavioral regulation and psychological need satisfaction scales. Structural equation modelling was used to test cross-sectional associations between psychological need satisfaction, motivation types and physical activity assessed by accelerometer.ResultsThe construct validity and reliability of the motivation and psychological need satisfaction measures were supported. Structural equation modelling provided evidence for a motivational model in which psychological need satisfaction was positively associated with intrinsic and identified motivation types and intrinsic motivation was positively associated with children's minutes in moderate-to-vigorous physical activity.ConclusionsThe study provides evidence for the psychometric properties of measures of motivation aligned with self-determination theory among children. Children's motivation that is based on enjoyment and inherent satisfaction of physical activity is associated with their objectively-assessed physical activity and such motivation is positively associated with perceptions of psychological need satisfaction. These psychological factors represent potential malleable targets for interventions to increase children's physical activity.

Project description:In Maldives' primary schools, physical education (PE) is mainly taught by generalist classroom teachers who often lack knowledge and confidence to teach PE. Also, PE programs in primary schools are affected by a perceived lack of infrastructure, resources and equipment. Children in primary schools are allocated one 35 minute period of PE per week. Researchers have previously investigated interventions implemented by specialist PE teachers to enhance the motivation of secondary school students in PE classes. However, limited research has been conducted with generalist teachers' implementing PE intervention with primary school children. In this study we applied self-determination theory to investigate the effects of a professional learning program and an associated resource support package, that was then delivered by the Maldives generalist teachers' delivering PE. The participants were 30 primary school teachers (control group, n = 15; intervention group, n = 15), and their 725 primary school students aged 9-12 years (mean age of 10.5 years). The teachers in the group undertook eight hours of professional learning that focused on strategies and behaviours to support student satisfaction for the three main elements of self-determination theory: autonomy, competence, and relatedness. A repeated measure ANCOVA was carried out for each of the dependent variables. Overall results when compared to pre-intervention measures, the students of teachers in the intervention group significantly increased their post-intervention perceptions for autonomy, competence, and relatedness; and, increased their psychological need satisfaction. Moreover, intervention-students in the post-intervention phase reported reduced need frustration for autonomy, competence, and relatedness; and, experienced higher levels of self-efficacy, enjoyment and engagement. We contend that these results accentuate the usefulness of professional learning programs for generalist teachers delivering PE to promote students' psychological need satisfaction, whilst reducing thwarting behaviours to enhance students' self-determined motivation toward PE classes. The intervention program significantly enhanced the students' perceived need support, and autonomous motivation, it also reduced teachers' need frustrating behaviours within PE classes. Facilitating teachers to provide more moderate to vigorous physical activity (MVPA) and psychological need support could reduce the rate of non-communicable diseases that are currently prevalent in the Maldives.

Project description:The purpose of the present study was to evaluate the effectiveness of a physical activity (PA) intervention program designed to enhance levels of engagement in PA. Despite robust evidence supporting the beneficial effects of PA on overall health, only about 22% of individuals engage in the recommended minimum amount of PA. Recent surveys suggested that most individuals express intentions to be physically active, though the psychological state of amotivation dismissed these struggles. In the current study, we pilot-tested a new intervention program, aimed at enhancing engagement in PA among sedentary individuals. The intervention was based on two behavioral change and motivational psychological frameworks: Self-Determination Theory (SDT) and Acceptance and Commitment Therapy (ACT). During a 14-week intervention program, 94 sedentary Israeli college students (Mage = 24.4, SD = 1.42, Females = 89) were randomly assigned into one of three groups: SDT and ACT-based intervention, traditional intervention, and a non-treatment group. Prior to and following the intervention, participants completed the Behavioral Regulation in Exercise Questionnaire-3 (BREQ-3) to examine motivation to exercise and the International Physical Activity Measurement IPAQ to evaluate their training frequency. Results showed that the SDT and ACT-based intervention group exhibited a significant increase in motivation to exercise between time 1 and time 2, while the other two groups (i.e., the traditional intervention program and the non-treatment group) showed insignificant differences in motivation to exercise. Furthermore, neither of the groups showed significant differences in their training frequency per week. However, those in the SDT and ACT-based groups reported an increase in activity intensity from time 1 to time 2 compared to the two other groups. Further, exercise psychology consultants and scholars can use the intervention protocol and utilize these findings to improve PA behaviors and promote health in the general population. Limitations, future directions, and implications are discussed in detail.

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Combining the Integrated-Change Model with Self-Determination Theory: Application in Physical Activity.

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Combining the Integrated-Change Model with Self-Determination Theory: Application in Physical Activity.

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