Tenets Of Self-determination Theory Research Articles

A self-determination perspective on the relationships between EFL learners’ foreign language peace of mind, foreign language enjoyment, psychological capital, and academic engagement

An increasing attention has already been paid to learners’ positive emotions. However, investigating the role of foreign language peace of mind (FLPoM) in language learners’ academic engagement has received scant attention. The present study therefore aims to explore whether EFL learners’ FLPoM, foreign language enjoyment (FLE), and psychological capital (PsyCap) can impact their academic engagement. The participants were 200 EFL learners who completed four questionnaires. The results of structural equation modelling (SEM) analysis revealed that learners’ FLPoM, FLE, and PsyCap significantly contributed to their academic engagement. Moreover, FLE was identified as the strongest predictor of academic engagement. The results of the present study highlighted the criticality of positive emotions in expanding learners’ engagement in learning a foreign language. Regarding the tenets of self-determination theory, the findings imply that psychological resources coupled with positive relatedness can yield effective engagement. Finally, suggestions for future research were offered.

EXPLORING PSYCHOLOGICAL NEED SATISFACTION AND MOTIVATION TO EXERCISE AND PHYSICAL ACTIVITY IN AN ARAB CONTEXT

INTRODUCTION & AIMS Promoting physical activity (PA) requires an understanding of PA behavior, its correlates, and its determinants. This study aimed to assess self-reported PA behavior of adults in Qatar and understand the associations between self-determination theory (SDT) based motivational processes and PA behavior. METHODS This cross-sectional study used an anonymous online questionnaire within Qatar comprising demographic questions, the International Physical Activity Questionnaire Short Form (IPAQ-SF), the Behavioral Regulation in Exercise Questionnaire (BREQ-3), and the Psychological Need Satisfaction in Exercise (PNSE) scale. RESULTS Respondents (N = 347; nfemales=246, nmales=101) were 21.6% non-Arab expats, 63.7% Arab expats, and 14.7% Qatari nationals. The prevalence of sufficient PA (minimum of 600 MET·min per week according to the IPAQ-SF criteria) was 66%, while 34% of participants were insufficiently active. Males (x¯ = 1808.16±2517.47 MET·min·wk-1) were significantly more active than females (x¯ = 1049.40±1717.31 MET·min·wk-1; P=0.001), and reported more autonomous forms of regulation (x¯ identified=2.86, x¯ integrated=2.33, x¯ intrinsic=2.64) than females (x¯ identified=2.58, x¯ integrated=2.01, x¯ intrinsic=2.36; P<0.05), as well as higher perceived competence satisfaction (x¯ =3.89) than females (x¯ = 3.49; P=0.025). A bivariate correlation showed that total PA and moderate to vigorous physical activity (MVPA) were positively and significantly (P<0.01) associated with autonomous forms of regulation, namely, identified (rtotal_PA=0.16, rMVPA=0.15) integrated (rtotal_PA=0.26, rMVPA=0.25), and intrinsic (rtotal_PA=0.20, rMVPA=0.18) regulation, as well as perceived competence in exercise (rtotal_PA=0.21, rMVPA=0.18; P<0.01). CONCLUSION The bivariate correlation results were consistent with the theoretical tenets of SDT, supporting the application of SDT to advance the understanding of psychological associations of PA in predominantly Arab populations. The observed gender gap in physical activity levels is consistent with previous research in Arab populations. Future research could target SDT constructs to promote PA behavior in Arab women through culturally sensitive interventions.

Investigating the Implementation of ChatGPT in English Language Education

In the era of rapid advancements in Artificial Intelligence (AI), ChatGPT (Chat Generative Pre-Trained Transformer) emerges as a pivotal tool reshaping educational landscapes. This research, based on self-determination theory, investigates how ChatGPT influences the motivation and academic performance of 35 seventh-semester English education students. Utilizing mixed methods, it contrasts the experiences of 25 ChatGPT users with those of 10 non-users. The quantitative analysis demonstrates notably higher levels of motivation and GPAs among ChatGPT users (with a mean motivation score of 44.88 and a mean GPA of 3.63) compared to non-users (with a mean motivation score of 17.60 and a mean GPA of 3.06). Qualitative insights highlight themes such as 'Improved Comprehension and Independent Learning' and 'Increased Academic Efficiency and Productivity,' illustrating how ChatGPT supports effective and thorough learning experiences. In keeping with the tenets of self-determination theory, these results demonstrate that ChatGPT has a beneficial effect on students' motivation. The study also recommends more experimental studies to investigate how students' motivation and performance can be improved by using ChatGPT.

Validation of the Sport Motivation Scale-II: Implications for the Portuguese Youth Sport System

Based on the tenets of self-determination theory, the Sport Motivation Scale-II is an 18-item instrument that consists of six subscales. Despite the numerous studies that have been conducted using self-determination theory in organized youth sport contexts, measures available to assess self-determined forms of motivation across socio-cultural contexts are scarce. This is particularly important because there are socio-cultural contexts that have diverse reward systems, competitive structures, and convey different social norms, values, and cultural nuances. The existence of measures available to assess self-determined forms of motivation across socio-cultural contexts may enable the development of a robust knowledge base that informs research-to-practice partnerships and potential changes across a complex youth sport landscape. The present study aimed to validate the factor structure of the Sport Motivation Scale-II with a sample of 239 Portuguese adolescent athletes. The participants’ ages ranged between 12 and 17 years old ( M = 14.39; SD = 1.35). Confirmatory factor analysis was conducted to achieve the aim of this study. Findings showed that the six-factor model used by the authors presents a good adjustment concerning sports participants’ level of motivation toward sports practice. Moving forward, the Sport Motivation Scale-II may be used in future studies to help provide an understanding about athletes’ self-determination. Several practical and theoretical implications are provided.

The bright and dark side of autonomy: How autonomy support and thwarting relate to student motivation and academic functioning

According to Self-Determination Theory, autonomy support is essential in fostering optimal learning, growth, and functioning in students across all levels. In contrast, autonomy thwarting is associated with student malfunctioning. The purpose of the current study was to investigate the relationship between perceptions of autonomy support and thwarting, students’ autonomous and controlled motivations, and aspects of student functioning in a higher education setting. The sample consisted of 414 Norwegian university students recruited from introductory calculus courses. Structural equation modeling indicated that perceived autonomy support predicts autonomous motivation and is negatively linked to controlled motivation. Autonomy thwarting is negatively linked to autonomous motivation and positively predicts controlled motivation. We found that autonomous motivation predicts engagement, effort, and learning. Controlled motivation is negatively linked to vitality and engagement, and positively predicts effort. The results are in line with the tenets of Self-Determination Theory, and the present study highlights the importance of providing an autonomy supportive environment during higher education lectures.

Patient-Centered Outcomes After a Medication Adherence Intervention: a Pilot Study.

Self-determination theory (SDT) guided behavioral interventions are effective in improving several patient-centered metrics, including glaucoma-related distress. However, whether improvement in patient-centered metrics can drive an improvement in medication-taking behavior remains to be seen. The 7-month Support, Educate, Empower (SEE) personalized glaucoma coaching program was previously shown to improve glaucoma medication adherence by 21 percent points. This study's goal was to assess the impact of the SEE program on self-determination theory (SDT) metrics and other patient-centered outcome measures. Glaucoma patients (≥40y old, taking ≥1 medication) self-reporting poor medication adherence were recruited at the University of Michigan. Eight surveys (with 10 subscales) were completed before and after the 7-month SEE program. Three surveys assessed changes in SDT (Treatment Self-regulation Questionnaire, Healthcare-Climate Questionnaire, Perceived Competence) while the others assessed participants' Glaucoma Knowledge, Glaucoma Medication Self-efficacy, Glaucoma-related distress, Perceived benefits, confidence asking and getting questions answered. Thirty-nine participants completed the SEE program. Significant improvements were in 7 subscales, including all three SDT tenets of competence (mean change =0.9, SD =±1.2, adjusted P =0.0002), autonomy (0.5, ±0.9, 0.044), and relatedness ( P =0.002). Glaucoma-related distress (-2.0, ±3.2, 0.004), confidence in asking questions (1.1, ±2.0, 0.008), and confidence in getting questions answered (1.0, ±2.0, 0.009) also improved. Glaucoma-related distress was correlated with perceived competence ( r =-0.56, adjusted P =0.005), and an increase in perceived competence was associated with a decrease in glaucoma-related distress (β=-0.43, 95% CI -0.67 - -0.20, adjusted P =0.007). The SEE program improved participants' autonomous motivation, perceived support, perceived competence, glaucoma-related distress, and competence. These results point to the promising potential of SDT-guided behavioral interventions in improving patient-centered metrics.

Motivation, injury prevention, and the incidence of sports injuries: A three-wave longitudinal test of self-determination theory.

This study applied self-determination theory (SDT) as a psychological framework to examine whether psychological need support and autonomous motivation are predictive of sports injury preventive behaviors and the incidence of sports injuries. 2042 secondary school students (mean age=14.33, male=44.3%) from China completed a survey of the study variables (using established scales) at three time points (baseline, 1-month follow-up, 3-month follow-up). Structural equation modeling examined the core tenets of SDT by testing if the change-scores of the SDT variables (i.e., psychological need support from PE teachers, students' motivation, and students' behavioral adherence) between baseline and 1-month follow-up, were predictive of sports injury incidence assessed at 3-month follow-up. Our model demonstrated acceptable goodness-of-fit parameters (CFI=0.97, TLI=0.96, RMSEA=0.03, and SRMR=0.05). The relationships between psychological need support, autonomous motivation, and behavioral adherence were both positive and significant. These SDT variables predicted the future incidence of sports injuries following the motivational pathways of SDT. Our study provides evidence of the predictive power of SDT variables on sports injury preventive behaviors and the incidence of sports injuries: Students who perceive their PE teachers as psychological need supportive possess higher autonomous motivation and behavioral adherence towards sports injury prevention, and are also less likely to encounter sports injuries in the future.

Self-determination Theory and Social Work Values

Self-determination theory (SDT) is an evidence-based approach to programs promoting behavioral change. Social work researchers are increasingly incorporating SDT into program planning and evaluation. Yet the theory itself, developed within the discipline of psychology, has not been fully evaluated for congruence with social work values and perspectives. We compare the core tenets of SDT to values found within the United States National Association of Social Workers Code of Ethics, and find that there is a significant overlap between SDT and social work values. Areas of congruence include autonomy, relatedness, and the importance of human relationships. There are some concepts within SDT that need special consideration when used by social workers, in particular competence and motivation. These constructs have been used to support narratives of individual responsibility in the face of problems caused by societal structures. Further, the theory's traditional framing of context has not explicitly highlighted social justice. SDT has been shown to be an effective strategy in supporting behavioral change. Social workers must be careful to include structural factors such as poverty and discrimination when applying SDT to planning and evaluating social work programs. With these considerations, we suggest that SDT can be a powerful tool for planning and evaluation of social interventions.

Within-Classroom Play: Cultivating Autonomy, Competence, and Relatedness During the Transition to Kindergarten

Play, of varied type and form, provides opportunities for children to acquire a sense of competence and belonging when engaging in classroom life. The purpose of this study was to investigate ways that the inclusion of play as a curricular component eased academic stressors and supported motivation during the transition to kindergarten. In this qualitative case study, the researcher documented the within-classroom play of one child who had no prior-to-kindergarten schooling experience during her transition. Four months of ethnographic data collection (e.g., participant observation, artifact collection) allowed for a strong narrative to emerge that showed changes and progressions in the child over time. The data were compiled chronologically and analyzed using tenets of Self-Determination Theory (Ryan & Deci, 2017) to illuminate ways that her psychological needs for autonomy, competence, and relatedness were satisfied through play. The data were also open-coded and analyzed using the constant comparison method of multi-cycle coding to identify broad themes (Saldaña, 2016). The findings were written in a narrative style to tell a story of the focal child’s transition period, while illustrating the salient themes: that the child needed (1) structure during play times in order to find a rhythm in kindergarten and (2) time to engage in self-motivated work in order to access and develop autonomy, competence, and relatedness. This study supports scholarship that promotes the integration of play and academics, and contributes to the need for research that illustrates how curricula in early childhood settings work for the people experiencing it.

“You Get to…” a Qualitative Study of Perceived Influence of Physical Activity and Sport on Mental Wellbeing among Adolescent Girls

Physical activity is well-recognized as a key risk factor for the management and prevention of mental ill-health, including anxiety and depression. The specific volumes, intensities or types of physical activity with the greatest impact on mental health are currently unclear. The current study sought to explore what aspects of physical activity may have positive or negative impacts on mental health and wellbeing. Focus group interviews were conducted with 10 adolescent females, and transcripts were analyzed using thematic analysis. Three higher-order themes, tenets of self-determination theory, were identified; autonomy, competence and relatedness. Single-factor sub-themes such as opportunity, journey to competence and facilitator of connection were identified as multi-factor sub-themes such as fun or enjoyment, and engagement in the activity. The perception of physical activity as an opportunity was identified as a key factor in contributing to positive mental health and wellbeing. It appears that autonomously motivated physical activity experiences provide the greatest levels of satisfaction for adolescents’ psychological needs and therefore, they are the most effective method of enhancing mental wellbeing through physical activity. Future physical activity experiences should include an element of choice along with opportunities to engage in social interaction alongside opportunities for progression and achievement, as these appear to provide the best environment to foster positive mental wellbeing in adolescents.

Improving children\u2019s fundamental movement skills through a family-based physical activity program: results from the \u201cActive 1\u2009+\u2009FUN\u201d randomized controlled trial

BackgroundPhysical activity is related to many positive health outcomes, yet activity levels of many children are low. Researchers have suggested that family-based interventions may improve physical activity behaviors of both children and their parents. In this study, we evaluated the “Active 1 + FUN” program, which was designed based on tenets of self-determination theory. Intervention components included free sporting equipment, ten coach-led workshops and activity sessions, and one booster session.MethodsWe evaluated the intervention program using a randomized controlled trial. One hundred seventy-one families were randomly allocated to either an experimental group or a wait-list control group. Participants were exposed to program contents over a nine-month period, while families in the control did not receive any form of intervention. Measured constructs included moderate-to-vigorous physical activity, co-physical activity behaviors, fundamental movement skills, BMI, and several self-reported questionnaire outcomes. Hierarchical linear modeling was used to compare changes in measured outcomes across the two groups.ResultsNo significant intervention effects were found for children’s and parents’ accelerometer-measured moderate-to-vigorous physical activity, or their co-physical activity. However, in terms of children’s fundamental movement skills, a significant Time*Group interaction (B = 0.52, 95% CI [0.07, 0.96] for Times 1 to 2; B = 0.24, 95% CI [0.01, 0.48] for Times 1 to 3) in favor of the experimental group was found.ConclusionsResults suggested that the “Active 1 + FUN” program was effective in improving children’s fundamental movement skills. Additional research is needed to examine how family-based initiatives could effectively improve physical activity behaviors too.Trial registrationANZCTR, ACTRN12618001524280. Registered 11 September 2018, https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=375660.

Associations between resistance training motivation, behaviour and strength

ABSTRACT Resistance training is an important component of exercise that has widespread positive distinct health benefits. However, studies examining exercise motivation typically assess general forms of exercise, thus unable to identify motivational distinctions between aerobic and resistance training. Three studies were conducted to explore the distinction between exercise modalities and to examine the extent to which behavioural regulations for resistance training relate to behaviour and strength outcomes. In Study 1 participants (N = 148) completed questionnaires assessing which exercise modalities were considered by the word “exercise”. In Study 2 participants (N = 216) completed questionnaires assessing aerobic and resistance training motivation and behaviour. In Study 3 participants (N = 100) completed measures of resistance training motivation and behaviour, as well as upper and lower body strength tests. In Study 1, we observed bias in participants understanding of the term “exercise”, whereby exercise is conflated with aerobic training. In Study 2, compared to general exercise motivation, resistance training motivation was more strongly correlated with resistance training behaviour. Finally, Study 3 demonstrated that more self-determined regulations for resistance training were positively correlated to resistance training behaviour and objective assessments of physical strength. Consistent with the tenets of Self-determination theory, intrinsic motivation for resistance training was the strongest predictor of physical strength outcomes. Overall, results indicate the efficacy in specifying resistance training motivation when developing research and/or exercise interventions targeting motivational influences.

Self-Determined Motivation Mediates the Association between Self-Reported Availability of Green Spaces for Exercising and Physical Activity: An Explorative Study

The aim of the study was to test the associations between the self-reported access to exercise in green spaces (GS) and moderate-to-vigorous physical activity (MVPA) testing the mediating role of the motivation. Based on self-determination theory (SDT), we expected that self-determined motivation will mediate the associations between the self-reported availability of GS for exercising (GSE) and MVPA with the most self-determined exercise regulation forms (identified and intrinsic motivation) demonstrating the strongest positive associations between the variables. Method: The sample consisted of 2154 participants (74.7% women). The ages ranged from 18 to 79 years, with a mean age of 32.6 (SD = 12.2) years. Participants completed the Behavior Regulation in Exercise Questionnaire-2, the measures of self-reported distance to residential GS (RGS), availability of the GS for exercising (GSE), and physical activity (PA). Logistic regression and path analysis were used to test the associations between study variables. Results: Higher reported distance to RGS was associated with lower reported availability of GSE, but not PA. Availability of GSE was directly associated with more frequent MVPA. More autonomous forms of exercise behavior regulation (intrinsic and identified regulations) mediated the associations between self-reported availability of GSE and MVPA. Internal and identified exercise regulations were directly associated with more frequent MVPA. Conclusions: The results of the present study support the main tenets of SDT suggesting that self-determined behavioral exercise regulation is an important mediator between the self-reported availability of GSE and general MVPA. Practical implications of these findings are discussed herein.

Tenets of self-determination theory as a mechanism behind challenge demands: a within-person study

PurposeThis study investigated a mechanism by which challenge stressors may affect employee well-being outcomes. This study tested a within-person longitudinal model in which the effects of challenge demands relate to basic psychological need satisfaction/thwarting and worker well-being outcomes. In particular, basic psychological need satisfaction and thwarting were hypothesized to mediate challenge demands and outcomes at the intraindividual level.Design/methodology/approachData from 84 employees from a weekly survey across four weeks (308 observations) were used in Bayesian multilevel path analyses to test hypotheses.FindingsAlthough significant indirect effects showed that basic psychological needs mediate between demands and worker outcomes, only a few specific indirect effects (e.g. the path from time pressure via thwarting the need for autonomy to emotional exhaustion) operated as hypothesized. Interestingly, in this study, time pressure was only mediated via thwarting the need for autonomy when considering undesirable worker outcomes (i.e. increased emotional exhaustion, decreased job satisfaction). Job complexity, however, led to decreased emotional exhaustion via the need for competence satisfaction. Implications for need satisfaction and thwarting as mechanisms in the challenge–hindrance framework are discussed.Originality/valueThis study (1) extends the challenge–hindrance framework to include basic psychological needs as a mechanism, (2) expands basic psychological needs to include need thwarting and (3) may enhance our understanding of stressor categories.

Why Do Sport Coaches Adopt a Controlling Coaching Style? The Role of an Evaluative Context and Psychological Need Frustration

In this study, involving 585 youth sport coaches (Mage = 35.76), the authors investigated whether coaches who perceive their environment to be highly evaluative would report acting in a more controlling or pressuring way. In a subsample (n = 211, Mage = 38.14), they examined the explanatory role of coaches’ experiences of psychological need frustration in this relation. They also considered whether years of coaching experience would serve as a buffer against the adverse effects of an evaluative context. In line with the tenets of self-determination theory, results of structural equation modeling indicated that an evaluative context was related to the use of a more controlling coaching style, with experiences of need frustration accounting for this relation. Coaching experience did not play any moderating role, suggesting that even more experienced coaches are vulnerable to the harmful correlates of an evaluative sport context.

Development of the Motivation to Participate in Psychological Research Scale

Abstract. In a series of four studies, I developed and found evidence supporting the validity of a new measure, the Motivation to Participate in Psychological Research Scale (MPPRS). Based upon the tenets of Self-Determination Theory and aimed at measuring motivation in undergraduate students, the scale demonstrated a three-factor structure in exploratory and confirmatory factor analyses (Study 1: N = 238, Study 2: N = 264, Study 3: N = 297). Factors corresponded to autonomous motivation, controlled motivation, and amotivation. Preliminary evidence supported the validity of MPPRS scores, and subscales differentiated psychology majors from non-majors, as well as associated with the timing of research participation during the semester. Examining student motivation with the MPPRS has possible implications for data quality, as a moderator of research findings, and might be used to track changes in students’ interest regarding psychological research. However, future research is needed to assess the predictive validity of the MPPRS.

Testing an Integrated Model of Interest Theory and Self-Determination Theory in University Physical Activity Classes

Despite close links between the tenets of self-determination theory (SDT) and the concept of interest, few studies have closely investigated their integration in the area of physical Activity (PA). This study explored the nature of situational interest and need support. Surveys were administered at two data points (4-week window) to college students (n = 347) enrolled in PA classes. Confirmatory factor analysis results point to needs support as a separate factor associated with situational interest. Structural equation model analysis presented an acceptable fit, ?. = 195.825 df = 83, p < 0.05, CFI = .953, TLI = .932, RMSEA = .063, SRMR = .049. Situational interest and need support are separate factors. Situational interest and optimal challenge have an inconsistent relationship with situational interest. Overall findings support the integration of interest theory and SDT, with clearer integration of personal interest into SDT compared to situational interest.Subscribe to TPE

Integrating meaning in life and self-determination theory to predict physical activity adoption in previously inactive exercise initiates enrolled in a randomized trial

Self-Determination Theory (SDT) suggests that individuals with greater basic psychological needs satisfaction and autonomous motivation are more likely to adopt physical activity (PA). However, few longitudinal studies have examined these processes in exercise initiates outside the context of a formalized intervention. Further, an implicit yet relatively unexplored tenet of SDT is that when behaviors are closely connected to what is meaningful to individuals, those behaviors are more likely to be maintained. This study had two aims: (a) to examine SDT and a sense of meaning in life (MIL) in relation to PA in previously inactive exercise initiates, and (b) to determine whether daily measurement of MIL, mood, and PA impacts PA engagement. Upon joining a fitness center, participants (N = 160; M age = 43.3 years; 77% female) were recruited for a longitudinal study of PA adoption. Participants were randomized to a daily measurement condition (self-monitoring) where they reported daily MIL, mood, and PA or to an attention control condition. All participants self-reported their PA, basic psychological needs satisfaction, behavioral exercise regulation, and MIL at baseline, 4-weeks, and 12-weeks after starting an exercise program. Longitudinal path models were used to examine the relationships among study variables. Cross-sectionally, SDT constructs were largely related to PA in the expected directions. After accounting for SDT processes, baseline MIL was associated with greater PA at 4-weeks (p = .028). There were no differences in PA, SDT constructs, or MIL between the measurement self-monitoring and control groups. MIL predicted PA adoption above and beyond SDT predictors in previously inactive adults. Combined SDT and MIL intervention approaches may enhance PA adoption, and further research should explore their roles in PA adoption and maintenance.

The Engaged Child in Occupational Therapy

Achieving optimal outcomes for children in occupational therapy settings is influenced, in part, by their engagement. The nature of child engagement from the occupational therapy perspective remains relatively unexplored. A qualitative research methodology was adopted, using an interpretive description approach. Thirty-two occupational therapists participated in five focus groups and six individual interviews that were thematically analyzed. Four themes emerged from the data: (i) signs of child engagement and disengagement; (ii) it's about the child feeling safe; (iii) a sense of meaning and purpose; and (iv) service and therapist factors influencing child engagement. Helping the child feel safe; providing meaningful experiences; and being flexible and responsive were key means of connecting with, and supporting, child engagement. Strategies occupational therapists reportedly used to engage the child aligned with the tenets of self-determination theory (autonomy, relatedness, and competence).

How does perceived autonomy-supportive and controlling behaviour in physical education relate to adolescents’ leisure-time physical activity participation?

In line with the tenets of self-determination theory, the current study tested associations of perceived autonomy-supportive and controlling behaviour from PE teacher with adolescents’ leisure-time physical activity (LT PA) participation, and the role of need satisfaction and need frustration, autonomous motivation and controlled motivation in PE, and perceived effort towards LT PA as mediators of these associations. Adolescents (N=381) aged between 12 and 15 years completed self-reported measures of respective constructs. Results of the structural equation modelling demonstrated that perceived autonomy-supportive behaviour from PE teachers was related to adolescents’ LT PA participation only via experiences of need satisfaction and autonomous motivation in PE, and perceived effort towards LT PA. Perceived controlling behaviour from PE teachers was found to be related to adolescents’ LT PA participation only via experiences of need frustration and controlled motivation in PE, and perceived effort towards LT PA. The current study provided evidence that perceived autonomy-supportive behaviour and perceived controlling behaviour from PE teachers contributes to adolescents’ LT PA participation through unique pathways. Findings highlight the facilitative role of autonomy-supportive behaviour from teachers in a PE context on adolescents’ LT PA participation. In addition, the beneficial role of controlled motivation in PE, although instigated by students’ perceptions of controlling behaviour from teachers and experiences of need frustration in PE, on adolescents’ LT PA participation was supported.