A Multidimensional approach to perceived teachers' autonomy support and its relationship with intrinsic motivation of students in physical education

This study examined the effects of perceived cognitive, procedural, and organisational autonomy support from teachers on students' intrinsic motivation in physical education (PE). According to self-determination theory, it was expected that psychological need satisfaction for autonomy, competence, and relatedness mediate these effects. It was also expected that the need satisfaction for novelty function as a mediator between dimensions of perceived autonomy support and intrinsic motivation. A total of 705 students (males = 321; Mage = 13.65) completed self-report measures assessing the variables of interest. Structural equation modelling analysis revealed that perceived cognitive autonomy support from teachers was indirectly related to students' intrinsic motivation via the need satisfaction for competence and autonomy. Perceived organisational autonomy support was indirectly related to intrinsic motivation only via the need satisfaction for autonomy, whereas perceived procedural autonomy support was indirectly related to intrinsic motivation only via the need satisfaction for novelty. Results suggest that perceived cognitive, organisational, and procedural autonomy support from teachers are essential antecedents to students' intrinsic motivation in PE.