摘要：Physical education teachers can influence students’ subjective vitality through the motivational strategies they use. We hypothesized, based on self-determination theory, that doing well when autonomously motivated would enhance subjective vitality relative to doing well when controlled in one’s motivation. In this study, the authors examined the impact of autonomy-supportive versus controlling motivational style and win versus lose statue on students’ subjective vitality in physical education. A race and physical activity text was communicated in a controlling versus autonomy-supportive way, and then subjects participated in the race. 105 subjects participated in the study. Results of tow-ways ANOVA analyses shown that autonomy support promoted students’ subjective vitality in physical education. Such results were not found for controlling motivational style. Moreover, autonomous motivation is a better predictor of subjective vitality than lose/win status. Results are discussed in terms of the behaviors that are autonomous or self-determined may yield better vitality relative to non-self-determined activities.
