ArticlePloS one2025
Examining the mediating role of motivation in the relationships between teacher-created motivational climates and quality of engagement in secondary school physical education.
Article in PloS one, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers, 1 of them a synthesis that pooled it.
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Who cites it
8 citing papers in PubMed, 1 synthesis or guideline pooled it.
- A systematic review and meta-analysis of motivational climate and youth sport outcomes: examining a hierarchical effects model.Frontiers in psychology · 2025Pooled it
- (Dis-)Empowering Motivational Climate and Social Physique Anxiety in Physical Education: Is There a Gender Difference?Behavioral sciences (Basel, Switzerland) · 2026Article
- The association of high school male teachers' physical education classroom environment with academic buoyancy among female students: a chain mediating role of positive academic emotions and learning engagement.Frontiers in psychology · 2026Article
- Foregrounding motivational climate in university physical education: a mixed-methods latent profile analysis with classroom prescriptions.Frontiers in sports and active living · 2026Article
- Supporting physical education teachers to create an empowering motivational climate.Frontiers in psychology · 2026Article
- Professional identity of female PE teachers in basic education in China.BMC psychology · 2025Article
- The mediating role of social goals in the relationships between teachers' transformational leadership, prosocial climate, and motor self-efficacy in physical education students.Frontiers in psychology · 2025Article
- Promoting a more empowering motivational climate in physical education: a mixed-methods study on the impact of a theory-based professional development programme.Frontiers in psychology · 2025Article
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Authors and funding
5 authors.
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Abstract
Grounded in Duda's integrated model of the motivational climate, the current study examined the hypothesized mediating role of motivation quality in the relationships between empowering and disempowering teacher-created motivational climates and indicators of quality engagement in secondary school physical education (PE). The hypothesised model was tested cross-sectionally and longitudinally in two separate samples of students. Data were collected via questionnaires measuring the motivational climate, autonomous and controlled motivation and indicators of engagement (enjoyment, concentration and boredom). Cross sectional data collected from 832 students (439 males and 386 females) while longitudinal data stemmed 299 students (166 males and 163 females). All students were from schools in Wales aged between 12 and 15 years. Structural equation modelling was used to test the hypothesised model and the mediating role of autonomous and controlled motivation. The hypothesised model was supported cross-sectionally and longitudinally, indicating that empowering climates positively predicted students' autonomous motivation for PE, whereas disempowering motivational climates positively predicted controlled motivation. In turn, autonomous and controlled motivation positively and negatively predicted indictors of students' engagement in PE in the hypothesised directions. Analyses revealed relationships between empowering and disempowering climates with enjoyment, concentration and boredom were indirect via autonomous and controlled motivation. In summary, results support the role of autonomous and controlled motivation in the differential relationships between empowering and disempowering motivational climates and indicators of the quality of student engagement. The findings suggest that targeted professional learning opportunities for PE teachers are needed which facilitate more empowering climates and reducing disempowering strategies.
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