Andre Koka

TL;DR: In this article, the authors investigated whether the perceptions of different domains of the learning environment in physical education, such as perceived teacher feedback, perceived challenge, perceived competitiveness and perceived threat to sense of self, are related to intrinsic motivation.

TL;DR: Results support the implementation intention component of the intervention in reducing alcohol drinking in excess of guideline limits among Estonian and UK undergraduates and support the motivational intervention or the interaction between the strategies.

TL;DR: In this article, the authors examined the relationship between three different types of intrinsic motivation and students' intention to be physically active after school graduation and found that the intrinsic motivation to experience stimulation was the strongest predictor of intention of being physically active.

TL;DR: It is suggested that physical education teachers who avoid the use of negative conditional regard and intimidation in their classes have students who perceive less need thwarting and report less bullying behaviour.

TL;DR: Intrinsic motivation toward physical education was the only significant motivational predictor of adolescents’ objectively measured daily physical activity and perceived autonomy support from the physical education teacher was indirectly related to objectively measured physical activity.