Sentence examples for perceptions of autonomy from inspiring English sources

New York, NY: Plenum Press) proposition that perceptions of autonomy support underpin different regulations that, in turn, predict behavioral intentions in the context of exercise.

Participants reported increased perceptions of autonomy, no difference in demand and performed worse in the task in the break-time autonomy versus the standard condition.

Drawing on these findings, it is recommended that the individual's subjective perceptions of autonomy, belongingness, challenge, engagement, mastery, and meaning associated with participating be incorporated into conceptualizations and operationalizations of the participation construct.

This longitudinal study investigated the direction of the effects between students' perceptions of autonomy support and social support from teacher on two behavioural aspects of SRL: delay of gratification and metacognitive strategy use.

Specifically, we examined the inter-relationships between daily and typical perceptions of autonomy support, basic psychological need satisfaction, and changes in affective states, across dance situations that were divergent in their learning and evaluative potential (dance classes, rehearsals, and performances).

The specific hypothesis examined in this study was that greater perceptions of autonomy support will be positively associated with more autonomous exercise regulations, which subsequently, will predict greater intentions to continue with exercise for the next 4 months.

The first hypothesis was that the HCP would increase the intervention group's perceptions of autonomy-support from their teachers in comparison to a control group (hypothesis 1 (H1)).

This study demonstrated that the HCP enhanced MVPA partially through increasing the children's perceptions of autonomy-support, needs satisfaction and intrinsic motivation.

The HCP was designed to enhance children's perceptions of autonomy-support, needs satisfaction and intrinsic motivation through training sport student volunteers and classroom teachers to utilise needs-supportive teaching principles.

The aim of testing the models was to determine if changes in the children's perceptions of autonomy-support (from teachers) would indirectly affect changes on the primary outcomes of MVPA (model 1) and well-being (model 2) through needs satisfaction and intrinsic motivation (see Fig. 3).

Deci and Ryan's self-determination theory is supported by findings which indicate that the perception of autonomy associated with project-based learning promotes learning activities and effective performance (Deci & Ryan, 2012; Ryan & Deci, 2009).