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.
Educational Impact and Implications StatementWe found that the different types of motivation identified in SDT differentially predict student outcomes in predicted ways, and that these motivations are systematically associated with instructor supports for students' basic psychological needs. Although teachers can support all three students' psychological needs, teachers appear to have greater influence on students' autonomy and competence, whereas peers seem to have more impact on students' relatedness. These results have implications for the design of teacher and peer focused interventions.