Associations of autonomy, competence, and relatedness with enjoyment and effort in elementary school physical education: The mediating role of self-determined motivation

Abstract

The extent to which self-determined motivation mediates the association of fulfillment of pupils' psychological needs for autonomy, competence, and relatedness with self-reported enjoyment and effort in elementary school Physical Education (PE) was examined. Self-report data were provided by 213 Greek fifth and sixth graders on the aforementioned variables. Using Preacher and Hayes (2008) mediation analysis, it was found that all three needs directly and positively predicted pupils' enjoyment and effort. Indirect effects emerged for autonomy and relatedness in regard to effort but not enjoyment. The findings support to a large extent the validity of self-determination theory motivational dynamics in elementary school PE.