The influence of motivation and attentional style on affective, cognitive, and behavioral outcomes of an exercise class
Abstract
Exercise classes are a popular form of physical activity. A greater understanding of the individual difference factors that might influence the outcomes of such classes could help to minimize the high dropout rates associated with exercise. The study explored the effects of dominant attentional style and degree of self-determination on affective, cognitive, and behavioral outcomes following structured exercise classes. Data from 417 female participants revealed that those with a dominant attentional style for association (Associators) reported significantly (P < 0.05) more positive affective, cognitive, and behavioral outcomes than did Dissociators, and were more self-determined. Highly self-determined individuals reported the most positive outcomes. Almost 29% of the variance in participants' affective valence could be explained by Dissociators' behavioral regulations. Results lend support to the notion that attentional style is associated with motivation. The combination of attentional style and degree of self-determination appear to be noteworthy individual difference factors that influence responses to exercise classes and could thus have a bearing on long-term exercise adherence.Citation
Jones, L., Karageorghis, C.I., Lane, A.M., & Bishop, D.T. (2017). The influence of motivation and attentional style on affective, cognitive, and behavioral outcomes of an exercise class. Scandinavian Journal of Medicine & Science in Sports, 27 (1), pp 124–135.Publisher
WileyJournal
Scandinavian Journal of Medicine & Science in SportsAdditional Links
http://doi.wiley.com/10.1111/sms.12577Type
Journal articleLanguage
enISSN
0905-7188ae974a485f413a2113503eed53cd6c53
10.1111/sms.12577