The correlation of Autonomy Support with Intrinsic Motivation, Anxiety, and Intention to Do Physical Activities in Children

Background: The purpose of the present study was to investigate the association of autonomy-based teaching style in physical education with intrinsic motivation, social anxiety, and tendency to perform physical activities among primary school children. Methods: The present study used a descriptive-correlational design with 384 children (192 boys; mean age of 10.01 years) from the regular primary schools of Tehran, 2019. Data was collected by the use of standard questionnaires. Pearson correlation test and regression analysis were used to examine the associations between variables and independent t-test was used to analyze gender differences. Results: The boys had higher scores than the girls in perceived autonomy support, intrinsic motivation, and intention to physically perform activities. However, the girls felt higher social anxiety than boys. The results showed that perceived autonomy support had a positive association with intrinsic motivation (P=0.000), which subsequently was associated with intention to do physical activity in the physical education class (P=0.000). Moreover, the boys reported higher perceived autonomy support (P=0.000), more intrinsic motivation (P=0.000) and intention to do physical activities (P=0.000) than girls, however, girls reported higher levels of social anxiety in physical education class (P=0.000). Finally, social anxiety was inversely associated with intention to do physical activity (P=0.049). Conclusions: These findings show that physical education teachers should encourage the perceptions of the students about their control in the physical education class, so that the students experience more autonomy