A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions

M Standage, J L Duda, N Ntoumanis

Research output: Contribution to journalArticle

445 Citations (Scopus)


Assessing the motivational responses of 328 secondary school students, this study examined a model of student motivation in physical education that incorporated constructs from achievement goal and self-determination theories. The focus was on the prediction of students' intention to partake in physical activity outside of physical education. Structural equation modeling analysis supported a model in which an autonomy-supportive climate, and to a lesser extent perceptions of a mastery climate, positively impacted hypothesized mediating variables (i.e., autonomy, competence, relatedness) to foster self-determined motivation. Self-determined motivation was found to positively predict, whereas amotivation was a negative predictor of leisure-time physical activity intentions.
Original languageEnglish
Pages (from-to)97-110
Number of pages14
JournalJournal of Educational Psychology
Issue number1
Publication statusPublished - 2003


Cite this