Effect of teaching context on student motivational inequalities in physical education: The role of student perception of teacher motivating style

According to self-determination theory, physical education (PE) teachers play a critical role in student motivation through their motivating style. This study aimed to determine the effect of teaching context (disadvantaged vs. advantaged schools) on student perception of PE teacher motivating style and student motivation. In total, 912 students (493 from advantaged schools, 419 from disadvantaged schools) completed two self-reported questionnaires assessing own motivation during PE and perception of teacher motivating style. Comparative analyses revealed that students perceived teachers in disadvantaged schools as more need-supportive than those in advantaged schools, especially regarding autonomy support and structure. Multilevel analyses showed no interaction effect between teaching context and student perception of teacher motivating style, with the exception of the relationship between structure and identified regulation as it varied by teaching context.