CHAPTER 1

INTRODUCTION

This chapter introduces the nature of the problem and reviews related
literature and theories underlying the framework of the study which provides an
important role in the conduct of the study. This chapter includes the background
of the study, review of related literature, purpose of the study, research
questions, theoretical lenses, theoretical framework, definition of terms,
significance of the study, scope and delimitations, organizational study, and
conceptual framework.

Background of the Study

Low level of physical activity participation increases the risk of many

health problems, including cardiovascular disease, obesity, hypertension, and
non-communicable diseases. Moreover, it shortens the life expectancy of a
person (Lee, Shiroma, Lobelo, Puska, Blair, & Katzmarzyk, 2012). Globally, the
foam leading risk factor for mortality is physical inactivity such as spending the
time so other entertainment options, including video games and television (Ryan,
Williams, Patrick, & Deci, 2009; Department of Health, Physical Activity, & Health
Improvement and Protection, 2011).

According to World Health Organization (2010), engaging in moderate to

vigorous intensity physical activity on at least 5 days a week helps to manage
and prevent many health problems and enhance health-related fitness
components of children and youth. This is to increase self-esteem and
confidence, and to maintain the development of physical growth. In an advocacy
by Philippine Society of Endocrinology and Metabolism, exercising and engaging
in physical activities lowers the risk of heart diseases, type 2 diabetes,
hypertension, depression, improves body composition, balance and
endurance.Therefore, recommendation calls children age five to seventeen years
old to be physically active 60 minutes each day and it should be more on aerobic
activities (World Health Organization, 2010; Janseen & LeBlanc, 2010).

Across Asia, the students is among those with the highest percentage of
citizens who don’t exercise regularly mostly due to lack of time, lack of personal
motivation and “distractions” of modern life. The index – which was drawn from a
2016 survey on Asians’ attitude towards healthy and active living – showed that
61 percent of mid-income Filipino students don’t exercise regularly. The
Philippines tied with Thailand and Malaysia in having the highest share of people
from the so-called “Generation O” – typically described as “overworked,
overweight and overwhelmed.”Another key finding is that failure to exercise is the
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main driver of declining health. But the silver lining in the survey is that in the case
of Filipinos students, they are still very positive about the overall state of their
health. The Philippines scored the highest of among the markets surveyed on how
they perceive their health situation, garnering a score of 89. Respondents from the
Philippines were the most positive in Asia about their emotional health, gauging
their situation as “good or “extremely good.” and was second most positive in the
region (behind Indonesia) when it comes to their physical health. (Dumlao-
Abadilla, 2017)
In the local point of view, the students usually experiences lack of
motivation and determination to engage on physical activities unless they are
instructed to do so. The students oftentimes comment about lack of
determination and participation due to different factors.

Studying the influence of self-determination factors that mediate, enhance,

or hinder the intention and participation is critical to help promote physical
activity. For this study, two motivational theories are used to understand physical
activity intention and participation, namely: Self-Determination Theory (SDT) and
Theory of Planned Behavior (TPB). Because of the problem presented globally,
nationally, and locally, the researchers would want to know why participation in
physical activity is a problem occurring, could it be because of lack of
determination by the students.

Review of Related Literature

According to the World Health Organization (2010) and Department of

Health, Physical Activity, & Health Improvement and Protection (2011), regular
participation in physical activity is very important for children to maintain their
physical growth and development, to improve stress control, self-esteem, and
self-confidence, and to reduce the risk of many health problems.

Two motivational theories, Self-Determination Theory (Deci & Ryan, 1991)

and Theory of Planned Behavior (Ajzen, 1991), were used as the theme of
literature in this study in understanding and explaining the participation and
intention of children in physical activity.

Self-Determination Theory

The Self-determination theory has been increasingly used to explain the

determinants of children in participating physical activity since it was proposed
(e.g., Standage, Duda, & Ntoumanis, 2005; Chatzisarantis & Hugger, 2009;
Chen, 2009). SDT conceptualized the three levels of motivation, namely intrinsic
motivation, extrinsic motivation, and motivation. The highest level of self-
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determination is the intrinsic motivation, in which individual chooses to participate

in an activity for achievement, pleasure, and satisfaction (Deci & Ryan, 1991).

When individuals engage in an activity to obtain separable outcomes such

as verbal or tangible rewards, then they are extrinsically motivated. In other
words, extrinsic motivation refers to a person engage in an activity as a means to
an end (Deci & Ryan, 1991; Leal, Miranda, & Carmo, 2012). Extrinsic motivation
is conceptualized as having four regulations, namely integrated regulation,
identified regulation, introjected regulation, and external regulation (Deci & Ryan,
1991) However, in this study, we did not include the integrated regulation
because according to Chen (2009), it is rarely applicable to children. Identified
regulation refers to a person engage in an activity because they want to do so,
not because they ought to. When a person do physical activity because health
professionals recognized that regular participation in physical activity can gain
benefits even though it is not always very exciting to him/her is an example of
identified regulation. Another regulation is introjected. This regulation called as
the regulation of beam though self-worth contingencies. A person is introjected
regulated when he/she do not feel guilt in doing an activity because he/she feels
that it should do it instead of wanting to do it. Lastly, the external regulation is the
lowest form of extrinsic motivation, where a person engages in an activity
because of external forces such as rewards, payment, and punishments (Deci &
Ryan, 1991).

The lowest level of motivation is amotivation. It refers to a person who

feels bored and incompetent about participating in an activity and also do not
value the importance of the activity itself and its outcomes (Bryan & Solomon,
2007). An example of motivated person in physical activity is that he/she has no
interest or demand to do an activity, or he/she is motivated to other entertainment
options such as video games and television (Teixeira, Carraca, Markland, Silva,
& Ryan, 2012).

According to Tremblay, et al. (2009), "identified regulation, integrated

regulation, and intrinsic motivation are the prototype of self-determined
motivations, whereas amotivation, external regulation, and introjected regulation
are categorized as nonself-determined motivation.”

According to Sabine, et al. (2013), “psychological needs satisfaction was

positively associated with intrinsic motivation and identified regulation, and
intrinsic motivation was positively associated with children’s underarm-vigorous
physical activity.” In addition, according to Chen (2009), “More self-determined
type of motivation is associated with more positive outcomes, while less self-
determined form of motivation results in more negative outcomes.“
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The Theory of Planned Behavior

TPB has been increasinglyusedto understand childrenand adolescent‘s

intention to engage in physical activity (e.g., Kwan, Bray, & Martin Ginis, 2009;
Chuan, Yusof, Soon, & Abdullah, 2014; Wang & Wang, 2015). The theory
proposed that the intention of a person is the best predictor to perform a
behavior. TPB has motivational haters that influenced a behavior and/or
intention, namely attitude, perceived behavioral control, and subjective norms
(Ajzen, 2012; Ajzen, 1991). Attitude toward behavior refers to a person’s
evaluation, eitherpositive or negative to perform the behavior in question. In
addition, according to Bryan and Solomon (2007), “attitude is a factor thatshould
be examined when investigating motivation levels because of its potential link to
participation in physical activity.” Next, is perceived behavioral control, it refers to
a person‘s belief to control the behavior overhis/her performance. Lastly,
subjective norms refer to a perceiving pressure from others to perform the
behavior (Ajzen, 1991).

Minimal research attention has been directed toward the physical activity
participation of children using the TBP. Wang and Wang (2015) studied the
physical activity of children using the TPB predictor with a sample of 353 Chinese
students aged from 9 to 13 years old. They found that for the total sample,
intention was accounted for 9% of the variance inphysical activity. Meanwhile,
accounted for 33% of the variance in intentions to engage in physical activity was
explained by attitude and perceived control. Furthermore, they timed that there
was no gender significant between the three variables.

Similarly, Martin et al. (2007) reported that the variables of TPB accounted
for 45% of the variance in physical activity intention. Researchers found that
attitude and subjective norms were the most valuable predictors of intention.
Also, Motl et al. (2002) found that attitude and subjective norms were the
predictors of children’s physical activity intention. However, Kwan, Bray, and
Martin Ginis (2009) reported that attitude and perceived behavioral control were
the stronger predictors of intentions, while subjective norms were significant but a
weaker contributor.

Furthermore, Hagger et al (2002) found that the TPB variables accounted

for 40% of the variance in intention. Researchers also found that among the
three variables of TPB, attitude significantly contribute to the intention. Likewise,
Chatzisarantis and Hagger (2005) and Poobalan et al. (2012) reported that
attitude is the strongest predictor and primary role player in mediating the
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intention. However, Chuan et al. (2014) found that subjective norms are the main
predictor of intention in participating physical activity.

Several studies applied the TPB variables to examine the physical activity
from adolescent to adult stage. For example, Chuan, Yusof, Soon, and Abdullah
(2014) studied the factors that influence the participation of high school
studentsin physical activity using the TPB with a sample of 101 respondents from
Malaysia. They found that there is a significant relationship between attitude and
subjective norms with behavioral intention to participate in PA. Kwan, Bray, and
Martin Ginis (2009) measured the past physical activity behavior and applied the
TBP to the list-year university students. They found that 37% of the variance in
intentions was accounted for the TPB variables, but it was increased to 39%
when the past behavior was added. Further, Poobalan, Acott, Clarke, and Smith
(2012) reported that only 28% of the respondents aged from 18 to 25 years old
was achieved the recommended levels of physical activity. Researchers
concluded that as the age increases, the level of physical activity participation is
decreasing.

Based on the two variables in this study (SDT and TPB), researchers used
the model proposed by Chen (2009), a model of a relationship between
motivation and consequences. This model is rooted in the combination of the two
theories as the theoretical framework to investigate the elementaryschools
children physical activity intention and action.

In this article, the subjective norm is not explicitly presented, but it is

embedded in introjected and external regulation because a person's perceptions
of social expectations from significant others externally and internally motivate
one's behavioral intention and performance (Chen, 2009). This model illustrates
the direct effect of the self-determination on attitude, intention, and behavior; the
direct of attitude and control on intention and the direct effect of intention on
behavior.

The literatures presented above will provide the researchers the insight
into the theoretical/conceptual background of the study, helps in gathering
valuable data and ideas, and will help prepare the readers for better assimilation
and understanding of concepts of the study.

Purpose of the Study

The purpose of this study is to examine the Grade 12 STEM and ABM
senior high school students’ determinants of physical activity intention and
participation using Self-determination Theory and Theory of Planned Behavior.
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Research Questions

This study aims to answer the following questions:

1. What are the profiles of the students’ duration and intensity on physical
activity participation?

2. What are the profiles of grade twelve students’ behavior in terms of

attitude, perceived control, and intention on participating physical activity?

3. What are the profiles of the students’ self-determination on physical

activity participation?

4. To what degree do self-determination factors influence the grade 12

senior high school students’ attitudes toward physical activity across gender?

5. How do self-determination theory (SDT) and theory of planned behavior

(TPB) influenced the physical activity participation of Grade 12 STEM and ABM
students?

Research Hypotheses

The following are hypotheses that were tested with 0.05 level of
significance:

1. There are no significant differences across genders with regards to the

duration and intensity on physical activity participation;
2. There are no significant differences across genders in terms of attitude,
perceived control, and intention on participating physical activity;
3. There are no significant differences across genders in terms of self-
determination on physical activity participation;
4. There are no significant differences across genders when it comes to self-
determination factors and how it influence the grade 12 senior high school
students’ attitudes toward physical activity across gender; and,
5. The self-determination theory (SDT) and theory of planned behavior (TPB)
didn’t influence the physical activity participation of Grade 12 STEM and
ABM students.

Theoretical Lenses

Self-determination theory (SDT) is a macro theory of human motivation

and personality that concerns people's inherent growth tendencies and innate
psychological needs. It is concerned with the motivation behind choices people
make without external influence and interference. SDT focuses on the degree to
which an individual's behavior is self-motivated and self-determined.
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In the 1970s, research on SDT evolved from studies comparing the

intrinsic and extrinsic motives, and from growing understanding of the dominant
role intrinsic motivation played in an individual's behavior but it was not until the
mid-1980s that SDT was formally introduced and accepted as a sound empirical
theory. Research applying SDT to different areas in social psychology has
increased considerably since the 2000s.

Key studies that led to emergence of SDT included research on intrinsic

motivation. Intrinsic motivation refers to initiating an activity for its own sake
because it is interesting and satisfying in itself, as opposed to doing an activity to
obtain an external goal (extrinsic motivation). Different types of motivations have
been described based on the degree they have been internalized. Internalization
refers to the active attempt to transform an extrinsic motive into personally
endorsed values and thus assimilate behavioral regulations that were originally
external.

Edward L. Deci and Richard Ryan later expanded on the early work
differentiating between intrinsic and extrinsic motivation and proposed three main
intrinsic needs involved in self-determination. According to Deci and Ryan, the
three psychological needs motivate the self to initiate behavior and specify
nutriments that are essential for psychological health and well-being of an
individual. These needs are said to be universal, innate and psychological and
include the need for competence, autonomy, and psychological relatedness.

Motivations

SDT claims to give a different approach to motivation, considering what

motivates a person at any given time as opposed to seeing motivation as a
unitary concept. SDT makes distinctions between different types of motivation
and the consequences of them.

Intrinsic motivation

Intrinsic motivation is the natural, inherent drive to seek out challenges

and new possibilities that SDT associates with cognitive and social development.

Cognitive Evaluation Theory (CET) is a sub-theory of SDT that specifies

factors explaining intrinsic motivation and variability with it and looks at how
social and environmental factors help or hinder intrinsic motivations. CET
focuses on the needs of competence and autonomy.

Claiming social context events like feedback on work or rewards lead to

feelings of competence and so enhance intrinsic motivations. Deci found positive
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feedback enhanced intrinsic motivations and negative feedback diminished it.

Vallerand and Reid went further and found that these effects were being
mediated by perceived control.

Autonomy, however, must accompany competence for people to see their

behaviors as self-determined by intrinsic motivation. For this to happen there
must be immediate contextual support for both needs and inner resources based
on prior development support for both needs.

CET and intrinsic motivation is also linked to relatedness through the

hypothesis that intrinsic motivation flourishes if linked with a sense of security
and relatedness. Grolnick and Ryan found lower intrinsic motivation in children
who believed their teachers to be uncaring or cold and so not fulfilling their
relatedness needs.

Extrinsic motivation

Extrinsic motivation comes from external sources. Deci and Ryan

developed Organismic Integration Theory (OIT), as a sub-theory of SDT, to
explain the different ways extrinsically motivated behavior is regulated.

OIT details the different forms of extrinsic motivation and the contexts in
which they come about. It is the context of such motivation that concerns the
SDT theory as these contexts affect whether the motivations are internalized and
so integrated into the sense of self.

OIT describes four different types of extrinsic motivations that often vary in
terms of their relative autonomy:

Externally regulated behavior: Is the least autonomous, it is performed

because of external demand or possible reward. Such actions can be seen to
have an externally perceived locus of causality.

Introjected regulation of behavior: describes taking on regulations to

behavior but not fully accepting said regulations as your own. Deci and Ryan
claim such behavior normally represents regulation by contingent self-esteem,
citing ego involvement as a classic form of introjections. This is the kind of
behavior where people feel motivated to demonstrate ability to maintain self-
worth. While this is internally driven, introjected behavior has an external
perceived locus of causality or not coming from one's self. Since the causality of
the behavior is perceived as external, the behavior is considered non-self-
determined.
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Regulation through identification is a more autonomously driven form of

extrinsic motivation. It involves consciously valuing a goal or regulation so that
said action is accepted as personally important.

Integrated Regulation is the most autonomous kind of extrinsic

motivation, occurring when regulations are fully assimilated with self so they are
included in a person's self-evaluations and beliefs on personal needs. Because
of this, integrated motivations share qualities with intrinsic motivation but are still
classified as extrinsic because the goals that are trying to be achieved are for
reasons extrinsic to the self, rather than the inherent enjoyment or interest on the
task.

Extrinsically motivated behaviors can be integrated into self. OIT proposes

internalization is more likely to occur when there is a sense of relatedness.

Ryan, Stiller and Lynch found that children internalize school's extrinsic
regulations when they feel secure and cared for by parents and teachers.

Internalization of extrinsic motivation is also linked to competence. OIT

suggests that feelings of competence in activities should facilitate internalization
of said actions.

Autonomy is particularly important when trying to integrate its regulations

into a person's sense of self. If an external context allows a person to integrate
regulation—they must feel competent, related and autonomous. They must also
understand the regulation in terms of their other goals to facilitate a sense of
autonomy. This was supported by Deci, Eghrari, Patrick and Leone who found in
laboratory settings if a person was given a meaningful reason for uninteresting
behavior along with support for their sense of autonomy and relatedness they
internalized and integrated their behavior.

Theory of Planned Behavior

In psychology, the theory of planned behavior (abbreviated TPB) is a

theory that links beliefs and behavior. The concept was proposed by Icek Ajzen
to improve on the predictive power of the theory of reasoned action by including
perceived behavioral control. It is a theory explaining human behavior. It has
been applied to studies of the relations among beliefs, attitudes, behavioral
intentions and behaviors in various fields such as advertising, public relations,
advertising campaigns and healthcare.
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The theory states that attitude toward behavior, subjective norms, and
perceived behavioral control, together shape an individual's behavioral intentions
and behaviors.

Control beliefs and perceived behavioral control

Control beliefs: an individual's beliefs about the presence of factors that

may facilitate or hinder performance of the behavior. The concept of perceived
behavioral control is conceptually related to self-efficacy.

Perceived behavioral control: an individual's perceived ease or difficulty

of performing the particular behavior. It is assumed that perceived behavioral
control is determined by the total set of accessible control beliefs.

Behavioral intention and behavior

Behavioral intention: an indication of an individual's readiness to

perform a given behavior. It is assumed to be an immediate antecedent of
behavior. It is based on attitude toward the behavior, subjective norm, and
perceived behavioral control, with each predictor weighted for its importance in
relation to the behavior and population of interest.

Behavior: an individual's observable response in a given situation with

respect to a given target. Ajzen said a behavior is a function of compatible
intentions and perceptions of behavioral control in that perceived behavioral
control is expected to moderate the effect of intention on behavior, such that a
favorable intention produces the behavior only when perceived behavioral control
is strong.

Conceptual / operational comparison

Perceived behavioral control vs. self-efficacy

As Ajzen (1991) stated in the theory of planned behavior, knowledge of

the role of perceived behavioral control came from Bandura's concept of self-
efficacy. More recently, Fishbein and Cappella stated that self-efficacy is the
same as perceived behavioral control in his integrative model, which is also
measured by items of self-efficacy in a previous study.

In previous studies, the construction and the number of item inventory of

perceived behavioral control have depended on each particular health topic. For
example, for smoking topics, it is usually measured by items such as "I don't
think I am addicted because I can really just not smoke and not crave for it," and
"It would be really easy for me to quit."
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The concept of self-efficacy is rooted in Bandura's social cognitive theory.

It refers to the conviction that one can successfully execute the behavior required
to produce the outcome. The concept of self-efficacy is used as perceived
behavioral control, which means the perception of the ease or difficulty of the
particular behavior. It is linked to control beliefs, which refers to beliefs about the
presence of factors that may facilitate or impede performance of the behavior.

It is usually measured with items which begins with the stem, "I am sure I
can ... (e.g., exercise, quit smoking, etc.)" through a self-report instrument in their
questionnaires. Namely, it tries to measure the confidence toward the probability,
feasibility, or likelihood of executing given behavior.

Attitude toward behavior vs. outcome expectancy

The theory of planned behavior specifies the nature of relationships

between beliefs and attitudes. According to these models, people's evaluations
of, or attitudes toward behavior are determined by their accessible beliefs about
the behavior, where a belief is defined as the subjective probability that the
behavior will produce a certain outcome. Specifically, the evaluation of each
outcome contributes to the attitude in direct proportion to the person's subjective
possibility that the behavior produces the outcome in question.

Outcome expectancy was originated from the expectancy-value model. It

is a variable-linking belief, attitude, opinion and expectation. The theory of
planned behavior's positive evaluation of self-performance of the particular
behavior is similar to the concept to perceived benefits, which refers to beliefs
regarding the effectiveness of the proposed preventive behavior in reducing the
vulnerability to the negative outcomes, whereas their negative evaluation of self-
performance is similar to perceived barriers, which refers to evaluation of
potential negative consequences that might result from the enactment of the
espoused health behavior.

Scope and Limitation

The study is based in St. Mary’s College Baganga, Inc. This study limits its
coverage on the students from the class of Grade 12 STEM and ABM. Its main
purpose is to examinethedeterminants of physical activity intention and
participation using self-determination theory and theory of planned behavior. This
study considers every aspect of student’s information that has an impact on their
participation such as their demographic information and their physical activity
participation, attitude towards physical activity, physical activity intention and
behavioral control and their self-determination.
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The questions were focused only to determine whether or not the

student’s parents knew their activities outside the classroom and how they were
related with others, as well as with himself, in relation to the Influence of Self-
determination Factors on participation in Physical Activity; second, the students’
involvement in the activity which affects their attendance in school; third, the
student’s ability to cope up with school works and Self-determination factors on
participation on physical activity. Subjects are not important in the study for the
study only focused on factors and not on the academic performance of students
in physical activity aspects. The respondents were selected as a site of current
study due to the distance of it and we, the researchers, will not take long to have
the research. Accordingly, this study is subject to the following delimitation which
is limited to the respondents of Grade 12 STEM and GAS. Therefore, a study
that makes it possible to analyze this issue should be introduced to further issue
of the studies. Student’s self-reporting answer regarding the self-determination
factors that affects the physical activity of students, which is mainly the topic of
the research, but it also depends on student’s true or false opinions. Thus
implementing a descriptive correlation design will also provide rewarding
research to other researchers.

Each student is given the same questionnaires to be answered. And this

study focuses on the current grade 12 STEM and ABM students, with the total
population of 46 studentsfor the school year 2017-2018. The results that will be
obtained are purely based on the questionnaires given.

Definition of Terms

1. Participation is a state of being actively involved in decision making

processes that are influenced by a person's behavior.

2. Physical Activity is a state of being active in physical works (e.g.,

sports, games, exercises, playing on a playground, and dancing) that makes a
person healthy.

3. Self-determination refers to the characteristics of a person that leads

to a person to make choices and decision based on their own preferences and
interests to monitor and regulate their own actions and to be goal-oriented and
self-directing.
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Significance of the Study

This study will be beneficial to students in the sense that it can give them
insights on how physical activity can help and support their health and well-being.
For the teachers and administrators, this can give insights on how physical
activity can increase and will assist children to prevent the consequences.
Parents may support their children so that they will be motivated in participating
in physical activity. Lastly, for the future researchers to give them helpful tips and
a source of references if ever they plan to have the same type of study and it can
better know the benefits and consequences that can get by the children who are
participating in physical activity.

This study is appropriate to do physical activity as it define their living

lifestyle of public especially to students as it create an responsiveness as how it
is affecting to social life, the deteriorate social norm, society standards and ethics
of society and create awareness among student the aspect of physical activity.

It is anticipated that the results obtained would add to the wealth of

information currently available. The output of this research can contribute to
these endeavors by creating awareness at the grass root level. More especially,
it will assist any interested body as to showcase who are responsible for physical
activity participation.

In addition, the findings of the study are expected to contribute a little

towards bridging the existing literature gap on understanding the impediments
and blessing opportunity of physical activity participation. And it will also help the
researcher to come up with fruitful recommendations on how to get benefit from
physical activity participation that would help and improve the learning process.

Organizational Study

Chapter one of this study first discusses the problem and its urgency. This
chapter introduces what the problem is all about, the purpose and significance of
the study, literatures related to the study, determining the scope and limitation of
the research, defining the key terms to be encountered, and the organization of
this study. This chapter also introduces the research questions to be answered
by the study and the null hypotheses formulated and to be answered at the end.

Chapter two discusses the method to conduct the research. This chapter
also states the study type or design, the locale, the participants, the instrument in
conducting the study, the procedures in data collection, checking of credibility of
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the data, and ethical considerations for the study, and the statistical tools needed
for data analysis.

Chapter three is the evaluation of the gathered data and information from
the respondents.

Chapter four elaborates the inferences drawn by the researchers from the
findings and courses of action suggested by the researchers in line with the data
collected. These perspectives are to be applied to build a theoretical framework
on the study of the research entitled: The Effects of Lack of Sleep to the
Academic Performance and Health Status of Grade 11 STEM/ABM/GAS
Students of St. Mary’s College, Baganga, Inc.

Theoretical Framework

The theory of planned behavior of Ajzen (1991) and self-determination

theory of Deci and Ryan (1991) were used in this study to understand and
explain the intention and participation of children‘s physical activity. These two
motivational theories provide a framework for this investigation to understand the
factors that mediate, enhance or hinder the children's physical activity
participation and intention.

Self-determination theory is used to explain the participation of children on

why they want to do, have to do or do not want to be in an activity (Deci & Ryan,
1991). The conceptualized levels of motivation were used as out indicators to
understand the participation of our respondents in physical activity. On the other
hand, the theory of planned behavior is used to understand the intention of
children to engage in physical activities. The factors that influenced intention,
namely perceived behavioral control, attitude, and subjective norms, are used as
indicators in predicting intention of our respondents in physical activity.

Conceptual Framework

Independent Variable

The independent variable of this study is the self-determination theory.

The indicators of this variable are intrinsic motivation, external regulation,
introjected regulation, identified regulation, and motivation.

Dependent Variables

The dependent variable of this study is the theory of planned behavior.

Indicators of this variable are attitude, perceived behavioral control, and intention.
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Independent Moderator Variables

The independent moderator variable of this study is the important variable

of the study that account for the personal background of respondents, such as
the gender.

Figure 1. Conceptual Framework of the Study

INDEPENDENT DEPENDENT VARIABLE

VARIABLE

Self-Determination Theory: Theory of Planned Behavior:

 Intrinsic motivation  Attitude

 External regulation  Perceived behavioral
 Introjected regulation control
 Identified regulation  Intention
 Motivation

Independent Moderator Variables:

 GENDER
o Male
o Female