Promoting autonomy-supportive teachers’ behaviour is important for teaching students to take responsibility for their performance and for increasing their level of enjoyment in physical education (PE). Based on self-determination theory, our research aimed to identify the antecedents of PE teachers’ motivational strategies that can facilitate students’ psychological needs satisfaction and positive outcomes during PE classes. A total of 376 primary and secondary school PE teachers completed our cross-sectional-design questionnaires in four Central European countries (Hungary, Romania, Slovakia, and Serbia). Measures included perceived job pressures, opportunities for professional development, perceptions of students’ self-determination in PE, teachers’ psychological need satisfaction in their job, teachers’ self-determination at work, and teachers’ provision of autonomy support, structure, and involvement strategies. Jamovi software for structural equation modelling and the path analysis method was used for statistical analysis. Following post hoc modification, the hypothesized model showed a good fit to our model (χ ² (17) = 64.60, p = 0.00; CMIN/ df = 3.80; CFI = 0.92; TLI = 0.81; SRMR = 0.05; RMSEA = 0.08). Results indicated that teachers’ opportunities for professional development had a significant positive relationship with their need satisfaction at work, which was positively linked with their motivation to teach. Job pressure was negatively associated with basic psychological need satisfaction. Teachers’ perception of students’ autonomous motivation was positively linked with their own autonomous and controlled motivation, and was also directly and positively linked to their use of involvement and autonomy-supportive teaching strategies.

Motivation is a vital determinant in sustaining physical activity (PA). Motivation influences not only PA participation but also serves as a crucial determinant of exercise adherence. The study of motivational processes in sports for adolescents is crucial because, according to the World Health Organization, globally, 81% of adolescents aged 11-17 years were insufficiently physically active in 2022. The present research aimed to investigate a) the relationship of the variables of IMCPEQ [ intrinsic motivational climate of PE lessons questionnaire] with PA of Hungarian female students and b) the differences concerning motivational components of students’ PA. A sample of 325 Hungarian female students from nine schools aged 13–15 (mean age = 14.07; SD = 0.87) was used. They responded to the questionnaires online. Pearson correlation coefficient and one-way ANOVA were performed to identify the relationship and differences between variables. Findings indicated a significant positive relationship between PA levels and Task-involving climate, Social-relatedness supporting climate, Autonomy-supporting climate, Enjoyment, and Physical activity. No relationship was present between Ego/competitive climate variable and PA levels. Moreover, the intrinsic motivational climate in physical education (PE) significantly influenced differences in PA levels among female students. Post hoc test with Bonferroni corrections’ results indicated significant differences in the variables. To summarize, IMCPEQ, as analysed by the Self-determination Theory and Achievement Goal Theory, encouraged physical activity. According to the study results and based on the higher mean of the task-involving climate, students’ personal development, objectives, and expertise in skills should be emphasized. Article history: Received: 2024 November 18; Revised 2025 January 08; Accepted 2025 January 10; Available online: 2025 February 10; Available print: 2025 February 28

Background and Aim: Based on the self‐determination theory (SDT), this study primarily aimed to examine the reliability and validity of the Hungarian version of the Participation Motivation Questionnaire (PMQ) among 13–15‐year‐old female students, and secondarily to describe their motivational profiles and the relationships between motives and physical activity level. Methods: Three hundred twenty‐five female students (mean age = 14.07; SD = 0.87) from nine different schools—wealthy, moderate, and lower income— were randomly sampled from Budapest and its suburbs. Exploratory Factor Analysis was used with the maximum likelihood extraction method and varimax rotation. To establish construct validity, Confirmatory Factor Analysis was conducted. Internal consistency of the questionnaire and its subscales was assessed using Cronbach's alpha. Results: A 27‑item, six‐factor solution emerged, partially differing from the original eight‐factor structure, and showed acceptable internal consistency ( α = 0.73–0.84). Associations between motivational factors and sociodemographic characteristics (age, socioeconomic status, urban–rural residence) and physical activity level revealed significant effects of sociodemographic factors on motivation. Fitness emerged as the only motivational factor showing a strong, direct relationship with adolescents' physical activity level. In terms of SDT, intrinsic‑oriented, health‑ and mastery‑related reasons appeared more important than ego‑related and extrinsic reasons for encouraging female students to be physically active. Given the cross‐sectional design and the urban‐skewed sample, these subgroup findings should be interpreted with caution and considered as a means of generating hypotheses. Conclusion: In conclusion, the Hungarian version of the PMQ appears suitable for assessing participation motives among female students in school and sport‐related settings and may support educators and practitioners in better understanding motivational patterns when planning and evaluating physical activity programmes.

Vizsgálatunk tárgyát az oktatási stratégiákat kiváltó előzmények megismeréséhez alkalmazható Tanítási Környezetet (TE) és a Tanári Oktatási Hatásrendszert (TASCQ) vizsgáló angol nyelvterületeken alkalmazott kérdőívek magyar nyelvre történő adaptálása és pszichometriai elemzése képezte. Adatokat Kelet-Közép-Európában Szlovákia, Románia, Szerbia és Magyarország területén élő magyar ajkú testnevelő tanárok bevonásával gyűjtöttünk. A felmért adatokkal a pedagógusok köznevelésben tapasztalt tanítási környezetét és az önmeghatározás elméletben (Deci & Ryan, 2000) megnevezett motivációs stratégiák kialakításának hátterét kívántuk megismerni. A tanítási környezetben három területet vizsgáltunk: a tanóra időkorlátja, az iskolamenedzsment általi nyomás és az intézményben történő szakmai fejlődés lehetősége (Taylor, Ntoumanis & Standage, 2008). Az önmeghatározás elmélet három, a tanárok viselkedésén keresztül testet öltő, fő motivációs stratégiát határoz meg (autonómiatámogatás, struktúra és személyes odafigyelés). 2018 és 2021 között 376 testnevelő tanár (195 nő, 181 férfi) töltötte ki a Tanítási Környezet (Taylor, Ntoumanis & Standage, 2008), valamint a Tanár Oktatási Hatásrendszere (TASCQ – Belmont, Skinner, Wellborn és Connel, 1988) kérdőívet. A megerősítő faktoranalízis eredményei alapján az eredti Tanítási Környezet kérdőív faktorszerkezetét módosítottuk, illetve a kérdéssort két itemmel lerövidítettük. Így a módosítások után az illeszkedési mutatók: χ²_TE-H⁼ 95,70, az χ²/df_TE-H=2,33; CFI_TE-H=0,96; RMSEA_TE-H =0,06; IFI_TE-H=0,96. A belső konzisztencia - Cronbach α - értékei 0,66 és 0,85 között változnak, ekképpen megfelelnek az elvárt kritériumoknak. A Tanár Oktatási Hatásrendszere kérdőív faktorain nem változtattunk, viszont annak érdekében, hogy az illeszkedési mutatók elérjék a megkívánt értékeket, az eredeti angol nyelvű változatot nyolc itemmel csökkentettük. Így az illeszkedési mutatók: χ²_TASCQ-H=44,18; χ²/df_TASCQ-H=2,59; CFI_TASCQ-H=0,96; RMSEA_TASCQ-H=0,06; IFI_TASCQ-H=0,96. Ebben a kérdőívben a belső konzisztencia értékei 0,66 és 0,73 között változnak, ami szintén megfelel az elvárt kritériumoknak. Elemzésünk eredményei alapján megállapítható, hogy a kérdőívek alkalmazásával nyert adatok alkalmasak tudományos igényű következtetések levonására.

In the 1970s the first critical historical analyses appeared, exploring the darker, oppressive and violent aspects of education, particularly the historical authenticity of child abuse. These analy...