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.

This study compared physical fitness, physical activity, and motivational climate among adolescent girls in Iran and Hungary within the frameworks of self-determination theory and achievement goal theory. A cross-sectional study was performed among 539 girl students aged 13–15 years (mean age = 13.93; SD = 0.82 years). Data were analysed using factorial ANOVA, independent t-tests, confirmatory factor analysis, and structural equation modelling. Hungarian students demonstrated higher performance in most physical fitness tests and had higher body mass index values (p = 0.002). Physical activity levels differed only at age 14 (p = 0.019, r = −0.18), with no significant differences at other ages. Iranian students reported higher perceptions of motivational climate dimensions. The measurement model showed good fit (χ²(143) = 1.81; CFI = 0.99; TLI = 0.99; SRMR = 0.03; RMSEA = 0.039), and structural equation modelling indicated that only task-involving climate was positively associated with physical activity (β = 0.325, p = 0.003), while other motivational dimensions were not significant. The findings demonstrated that although physical fitness and motivational climate dimensions differed across both countries, physical activity levels remained relatively similar among groups. This implies that intrinsic motivational climate may be related to physical activity participation. However, differences in physical activity levels in each country could be attributed to other variables such as education, culture, socioeconomic status, environment, among others. Task-involving climate emerged as the only dimension of motivational climate associated significantly with physical activity, suggesting a potential association between task-involving climate and active lifestyles among adolescent girls.