Examining the impact of teacher motivational style and competition result on students’ subjective vitality and happiness in physical education

摘要

This study examines the impact of teacher motivational styles and win versus lose status on Iranian students’ subjective vitality and happiness in physical education. 105 adolescences participated in the study. A race and physical activity text was communicated in a controlling versus autonomy-supportive way, and then subjects participated in the race. The results showed that the autonomysupportive versus controlling motivational style promoted vitality. Moreover, winner participants, regardless of the teacher motivational style, showed greater happiness compared with loser participants. It appears that controlling and autonomy-supportive contexts are equally effective in promoting happiness, and teacher motivational style is a better predictor of subjective vitality than lose/win status.