Cited by 887Motivation and Self-Concept in SportsPhysical Education and PedagogyEducation, Achievement, and Giftedness

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Self-determination theory applied to physical education: A systematic review and meta-analysis.

Vasconcellos, Diego, Parker, Philip D., Hilland, Toni, Cinelli, Renata, Owen, Katherine B., Kapsal, Nathanial, Lee, Jane, Antczak, Devan, Ntoumanis, Nikos, Ryan, Richard M., Lonsdale, Chris·2020·Journal of Educational Psychology

DOI 10.1037/edu0000420

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Abstract

In this review we examine the evidence regarding self-determination theory within the school physical education context. We applied a multilevel structural equation modeling approach to meta-analyze data from a systematic review that identified 265 relevant studies. In line with theory, autonomous motivation was positively correlated with adaptive outcomes and negatively correlated with maladaptive outcomes. Introjected regulation was modestly correlated with both adaptive and maladaptive outcomes. External regulation and amotivation both showed negative relationships with adaptive outcomes, and positive relationship with maladaptive outcomes. Also supporting SDT, autonomy, competence, and relatedness satisfactions were strongly correlated with autonomous student motivation, and less strongly, but still positively, correlated with introjected regulation. Weak negative correlations were found between autonomy, competence, and relatedness and external regulation. Amotivation had moderate negative correlations with needs satisfaction. Findings further revealed that teachers more greatly impact classroom experiences of autonomy and competence, whereas relatedness in physical education is associated with both peer and teacher influences.

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Associations of growth mindset, grit, and self-compassion with subjective vitality, physical education enjoyment, and exercise intention in university physical education: a complementary SEM and fsQCA analysis
Yang, H., Shu, W., & Wang, S. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1914786
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Authors: Vasconcellos, D., Parker, P. D., Hilland, T., Cinelli, R., Owen, K. B., Kapsal, N., Lee, J., Antczak, D., Ntoumanis, N., Ryan, R. M., & Lonsdale, C.
Affiliations: Australian Catholic University (AU)
RMIT University (AU)
Curtin University (AU)
ORCID: Vasconcellos, Diego
Parker, Philip D.
Hilland, Toni
Cinelli, Renata
Owen, Katherine B.
Lee, Jane
Antczak, Devan
Ntoumanis, Nikos
Ryan, Richard M.
Lonsdale, Chris
Venue: Journal of Educational Psychology
Publisher: American Psychological Association (APA)
Published: 2020-10
Volume: 112
Issue: 7
Pages: 1444-1469
ISSN: 0022-0663 (ISSN-L)
1939-2176
DOI: 10.1037/edu0000420
OpenAlex: W2980674488
Cited by: 811
References: 106
Citations by year: 2026: 183 · 2025: 168 · 2024: 123 · 2023: 120 · 2022: 96 · 2021: 79 · 2020: 42
FWCI: 8.38
Type: journal article
Language: en
Open access: closed
Locations: Journal of Educational Psychology (publishedVersion)
University of Birmingham Research Portal (University of Birmingham) (publishedVersion)
RMIT Research Repository (RMIT University Library) (submittedVersion)
VU Research Repository (Victoria University) (submittedVersion)
Topics: Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
Social Sciences › Education › Physical Education and Pedagogy
Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
Keywords: self-determination theory, physical education, autonomous motivation, introjected regulation, external regulation, amotivation, need satisfaction, autonomy, competence, relatedness, teacher influence, peer influence, student motivation

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Self-determination theory applied to physical education: A systematic review and meta-analysis.

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