Abstract des Autors

This study examined the relative influence of perceived autonomy support from the teacher and peers on students' global self-esteem and health-related quality of life (HRQoL) through the motivational processes within physical education (PE) in line with self-determination theory. Secondary school students (N = 395) ages 12-16 years completed a multi-section inventory assessing their motivational processes towards PE as well as global physical self-esteem. They also completed measures of global self-esteem and HRQoL on three occasions: baseline, 3-month, and 6-month follow-ups. A well-fitting path-analytic model revealed a larger positive, significant indirect effect of perceived autonomy support from the teacher, relative to perceived autonomy support from peers, on students' overall well-being variables. Results further revealed that physical global self-esteem partially mediated the effect of autonomous motivation towards PE on students’ global selfesteem and HRQoL, and that global self-esteem and HRQoL were reciprocally related over time. Results suggest that perceived autonomy support from both the teacher and peers in PE are essential antecedents to students’ overall well-being. Verf.-Referat