ArticleFrontiers in psychology2024
Autonomy support, basic needs satisfaction, and involvement in physical education among Norwegian secondary school students.
Article in Frontiers in psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Perfectionism and college students' psychological adaptation: the mediating and moderating role of physical education satisfaction.Frontiers in psychology · 2026Article
- Psychosocial factors associated with physical activity and sedentary behavior in adolescents: evidence from physical education contexts in Quito.Frontiers in psychology · 2026Article
- Associations between perceived school climate and close friend support among Chinese high school students: a cross-sectional serial indirect-effect analysis of exercise-related basic psychological needs satisfaction and self-esteem.Frontiers in psychology · 2026Article
- The impact of psychological needs, social support, and sport motivation on college students' sport commitment and sports participation.BMC psychology · 2025Article
- Adaptation of the Multidimensional Perceived Autonomy Support Scale in Physical Education to Seventh-Tenth Grade Turkish Students: A Validity and Reliability Study.Behavioral sciences (Basel, Switzerland) · 2025Article
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Authors and funding
4 authors.
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Abstract
Purpose: This study investigated the relationship between teacher autonomy support, students' basic psychological needs satisfaction, and involvement in physical education (PE) with gender specific analyses. Additionally, the study examined the validity of a Norwegian version of the Basic Psychological Needs in PE (BPN-PE) scale. Method: Survey data from the Norwegian 2017/2018 Health Behaviour in School-aged Children study. Results: A structural equation model showed that perceived autonomy support from teacher predicted students' basic needs satisfaction of competence, autonomy and relatedness. Furthermore, satisfaction of competence predicted weekly PE participation and physical activity during PE among boys. The analyses revealed mean level differences with boys scoring higher than girls on all the investigated variables. The findings also supported the validity and reliability of the BPN-PE scale across genders. Discussion/conclusion: The study adds knowledge to the understanding of the relationship between autonomy support from teachers, students basic need satisfaction and students' involvement in PE.
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