Transformational Teaching and Adolescent Self‐Determined Motivation, Self‐Efficacy, and Intentions to Engage in Leisure Time Physical Activity: A Randomised Controlled Pilot Trial
Bibliographic record
Abstract
Based on transformational leadership theory, we generate and test a teacher development intervention designed to modify physical education teachers' transformational teaching behaviors, and their adolescent students' self‐determined motivation, self‐efficacy, and intentions to be physically active. Using a randomised control group design (11 teachers, 286 students in the experimental group; 16 teachers, 395 students in the control group), the intervention involved a 1‐day experiential workshop with a booster session 2 months later, and with post‐test measurements at 2‐ and 4‐months post‐workshop. After controlling for baseline measures, adolescents in the intervention condition rated their teachers as displaying significantly higher levels of transformational teaching, and reported significantly higher levels of self‐determined motivation, self‐efficacy, and intentions to be physically active than those in the control group at the first post‐test. Significant between‐group differences in students' reports of transformational teaching and their own self‐determined motivation remained at the second post‐test measurement.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".