Prediction of engagement in physical education through self-determination theory: Invariance across different physical activity levels

Abstract

This study aimed to test a predictive model for behavioral engagement in physical education (PE) in the light of self-determination postulates (basic psychological needs intrinsic motivation behavioral engagement) as well as to analyze the invariance of this model according to physical activity (PA) levels. A sample of 468 12-16 physical education (PE) students completed different validated instruments. The hypothesized sequence was tested through a structural equation model. Fitting indices revealed that the model was suitable to predict engagement (χ2 [112] = 310.65, p.05). Findings from the invariance analyses indicated that competence became more important among adolescents showing higher levels in autonomous motivation and PA while autonomy became more relevant among students showing lower levels in autonomous motivation and PA. Results thus suggest that strategies used to facilitate engagement in PE classes should be adapted to students according to the PA they usually perform.