Adolescent girls' perceptions of autonomy, competence and relatedness in various physical activity settings
Bibliographic record
Abstract
Adolescent girls are at-risk for declining physical activity (PA) and increased rates of overweight and obesity (Knisel et al., 2009). Identifying factors that might explain why adolescent girls are less likely to be active compared to male peers is an important research agenda (Biddle et al., 2005). Based on the Basic Needs Theory, a sub-component of the Self-Determination Theory (Deci & Ryan, 1985), the satisfaction of the psychological needs of competence, relatedness, and autonomy results in greater intrinsic motivation for PA and subsequently higher levels of PA, more persistence and effort. To date, there is little research evidence of the contextual differences in the satisfaction of the psychological needs for PA. This study explored adolescent girls' perceptions of need satisfaction in the different PA contexts of physical education, organized sport or exercise, and leisure time. Ten girls (Aged 12 to 17 years) volunteered for individual interviews focused on understanding need satisfaction in the PA contexts. The interviews were transcribed verbatim, and were subjected to content analysis. The themes of: Activity Preference, Barriers to PA, Sedentary Activities, Social Influence, Skill Acquisition, and Control were identified. Common perceptions included a preference for all-girls physical education classes due to a difference in competitive attitude between male and female participants; a desire to have the content of structured activities pre-determined by instructors; and, a strong desire to be involved in physical activities that emphasized group cohesion. Results of this study provide insight into the intrapersonal, environmental, and social factors that influence adolescent girls' activity levels.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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 source (direct Gemma or distilled Codex), 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".