@article {31543,
	title = {Vitality and Interest-Enjoyment as a Function of Class-to-Class Variation in Need-Supportive Teaching and Pupils{\textquoteright} Autonomous Motivation},
	journal = {Journal of Educational PsychologyJournal of Educational Psychology},
	volume = {103},
	number = {2},
	year = {2011},
	note = {Mouratidis, Athanasios A. Vansteenkiste, Maarten Sideridis, Georgios Lens, WillyMouratidis, Athanasios/I-2902-2013Mouratidis, Athanasios/0000-0003-0325-8077},
	month = {May},
	pages = {353-366},
	abstract = {In 2 quasi-experimental field studies in a real-life physical education (PE) setting, the authors investigated whether the interest-enjoyment and vitality of Greek pupils (age range, 10-12 years) varied from class-to-class as a function of the class-to-class variation in the manipulated motivational environment (Studies 1 and 2) and pupils{\textquoteright} relative autonomous motivation (Study 2). In Study 1, multilevel analyses showed at the within-student level that students (N = 138, 48.6\% boys and 51.4\% girls) reported, on average, more interest-enjoyment and vitality after a need-supportive, relative to a typical (i.e., control group), PE class. This main effect was replicated in Study 2 (N = 155, 53.6\% boys and 46.4\% girls), and Study 2 findings further showed at the between-student level that interest-enjoyment was somewhat higher among pupils scoring higher in relative autonomous motivation. Moreover, Study 2 provided evidence for an interaction effect such that pupils with high, as compared with those with low, relative autonomous motivation benefited significantly more from a need-supportive class. Perceived need support was found to fully explain the effects of manipulated need support on interest-enjoyment and vitality. Results are discussed within the self-determination theory (Deci \& Ryan, 2000).},
	isbn = {0022-0663},
	author = {Mouratidis, A. A. and Vansteenkiste, M. and Sideridis, G. and Lens, W.}
}
