The Role of Self-determination Theory Variables in Predicting Middle School Students’ Subjective Vitality in Physical Education

The study examined the extent to which levels of students’ subjective vitality in compulsory physical education (PE) may be predicted by behavioural regulations and multidimensional amotivation beliefs in relation to PE and whether the psychological needs for autonomy, competence and relatedness mediate the relationship of perceived autonomy support by the PE teacher with motivational regulations and multidimensional amotivation. Data were collected from 416 7th and 8th grade students including boys and girls. Regression analyses showed that significant predictors of students’ vitality were identified regulation, intrinsic motivation, and task characteristics amotivation beliefs. Further, psychological need satisfaction mediated the relationship of perceived autonomy support by the PE teacher with motivational regulations and multidimensional amotivation.