<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mouratidis, A. A.</style></author><author><style face="normal" font="default" size="100%">Vansteenkiste, M.</style></author><author><style face="normal" font="default" size="100%">Sideridis, G.</style></author><author><style face="normal" font="default" size="100%">Lens, W.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Vitality and Interest-Enjoyment as a Function of Class-to-Class Variation in Need-Supportive Teaching and Pupils' Autonomous Motivation</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Educational PsychologyJournal of Educational Psychology</style></secondary-title><short-title><style face="normal" font="default" size="100%">J Educ Psychol</style></short-title></titles><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May</style></date></pub-dates></dates><number><style face="normal" font="default" size="100%">2</style></number><volume><style face="normal" font="default" size="100%">103</style></volume><pages><style face="normal" font="default" size="100%">353-366</style></pages><isbn><style face="normal" font="default" size="100%">0022-0663</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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' 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 &amp; Ryan, 2000).</style></abstract><accession-num><style face="normal" font="default" size="100%">WOS:000290885000008</style></accession-num><notes><style face="normal" font="default" size="100%">Mouratidis, Athanasios A. Vansteenkiste, Maarten Sideridis, Georgios Lens, WillyMouratidis, Athanasios/I-2902-2013Mouratidis, Athanasios/0000-0003-0325-8077</style></notes></record></records></xml>