Journal of Sports Science and Medicine

Table 3. Indirect paths of physical education motivational model for girls and boys.

â™€ (n = 397)	Standardized estimate
Task â†’ Com â†’ IM â†’ Enj	.02(.01)^**
Task â†’ Com â†’ IM â†’ Know	.03(.01)^**
Task â†’ Com â†’ IM â†’ Perf	.03(.01)^**
Task â†’ Com â†’ IM	.10(.03)^***
â™‚ (n = 373)
Task â†’ Aut â†’ IM â†’ Know â†’ MVPA	.02(.01)^*
Task â†’ Com â†’ IM â†’ Enj	.01(.01)^*
Task â†’ Aut â†’ IM â†’ Enj	.04(.01)^**
Task â†’ Com â†’ IM â†’ Know	.04(.02)^**
Task â†’ Aut â†’ IM â†’ Know	.11(.02)^***
Task â†’ Com â†’ IM	.07(.03)^**
Task â†’ Aut â†’ IM	.21(.05)^***

*** p < 0.001

** p < 0.01

* p < 0.05. Standard errors in parentheses.

Task = task-involving climate, Com = competence, Aut = autonomy, IM = intrinsic motivation, Enj = enjoyment, Know = knowledge, Perf = performance (graded assessments), MVPA = moderate to vigorous physical activity.