Original scientific paper

Grounded in self-determination theory (SDT), this study aimed at testing the hypothesis that students’ perceptions of autonomy support from physical education (PE) teachers is related via the perceived need satisfaction for autonomy with self-determined motivation, which is in turn related to effort via physical self-esteem. School students from Latvia (n=382) and Estonia (n=345), aged 14-18 years, completed measures of perceived autonomy support from PE teachers, need satisfaction for autonomy, self-determined motivation, perceived effort and physical self-esteem. These study variables were found to be invariant across samples. The results of the structural model showed that perceived autonomy support from a teacher was directly related to perceived effort of students (β=0.24, p<.01), need satisfaction for autonomy (β=0.81, p<.01) and motivation (β=0.30, p<.01). The effect of motivation on perceived effort was partially mediated by physical self-esteem. The results of the proposed model highlighted the role of the students ’ perception autonomy support from teachers on their perceived effort and physical self-esteem via need satisfaction for autonomy and motivation. Key words: self-determination theory, motivational sequence model, outcomes in physical educatio