Predicting indices of student motivation in physical education: An interactionist approach

The present study examined the main and interactive effects of students’ dispositional goal orientations, level of perceived competence, and perceptions of the motivational climate in their PE class with respect to the prediction of the motivational regulations advanced by Self-Determination Theory (Deci & Ryan, 1985, 1991). Participants were 328 secondary school students (M = 13.56 yrs; SD = .59; range 12–14 yrs). Results of moderated hierarchical regression analyses revealed task orientation, perceived competence, and perceptions of a mastery climate to be positive predictors of self-determined regulations (intrinsic motivation and identified regulation). Students’ perception of PE competence was negatively associated with amotivation in the PE setting. Significant interaction effects were found between both perceptions of a mastery climate and task orientation, and ego orientation and perceived competence. Specifically, results indicated that: (a) for students endorsing a high task orientation, the perception that the class climate was high in mastery cues attenuated their level of intrinsic motivation; and (b) perceptions of competence served to moderate the level of intrinsic motivation experienced by those high in ego orientation. In addition, a 3-way interaction emerged (Ego Orientation x Performance Climate x Perceived Competence). Results are discussed in light of achievement goal and self-determination theories. Practical implications for enhancing student motivation in the context of PE are forwarded.