A test of self‐determination theory in school physical education

Contemporary research conducted in the context of school physical education (PE) has increasingly embraced various tenets of self-determination theory (Deci & Ryan, 1985, 1991). Despite this increase in research attention, some postulates of the framework remain unexplored (e.g. impact of a need-supportive climate). As such, the present study sought to provide a more comprehensive test of self-determination theory. The present work also examined Deci and Ryan's claim that the motivational sequence embraced by their framework is invariant across gender.

(i) To examine a model of motivation based on the tenets of self-determination theory, and (ii) explore the invariance of the model across gender. SAMPLE: Participants were 950 British secondary school students (443 male, 490 female, 17 gender not specified) METHOD: Participants completed a questionnaire that included measures of need support, need satisfaction, motivation, positive and negative affect, task challenge, and concentration.