In accordance with self-determination theory (SDT; Deci & Ryan, 1985), this study examined the relationship between autonomy support, psychological need satisfaction, motivational regulations, and exercise behavior. Participants (N5 369) were recruited from fitness, community, and retail settings. Fulfillment of the 3 basic psychological needs (i.e., competence, autonomy, and relatedness) relat...

The original trans-contextual model of motivation proposed that autonomy support from teachers develops students' autonomous motivation in physical education (PE), and that autonomous motivation is transferred from PE contexts to physical activity leisure-time contexts, and predicts attitudes, perceived behavioral control and subjective norms, and forming intentions to participate in future phy...

Although studies have shown that self-control skills (SCSs) are positively linked to both personal and interpersonal outcomes in adolescent students, studies on the putative mechanisms underlying this relationship are scarce. Drawing on Self-Determination Theory and previous studies, we theorized that the association between students' SCSs and their subjective well-being (SWB) in school may be ...

Self-determination theory (SDT) posits 3 evolved psychological needs, for autonomy, competence, and relatedness. Considerable research has established that all 3 experiences are important for well-being. However, no SDT research has examined whether unmet needs have motivational force, an important criterion for establishing that certain experiences are indeed basic needs and motives (R. F. Bau...

Self-Determination Theory predicts that fulfillment of the three psychological needs for autonomy, competence, and relatedness predicts well-being. Fulfillment of these needs has long been considered a uni-dimensional construct consisting of need satisfaction and (reverse coded) need dissatisfaction. Recent research suggests that satisfaction and dissatisfaction should be separated. We tested w...