Summary of the results of the hypothesis test.

The purpose of this study was to examine the relationship between the intrinsic, extrinsic, and amotivation levels of high school students toward physical education and their emotions of achievement. The study was carried out in the fall semester of the 2024–2025 academic year, with 1399 students studying at various high schools in Turkey. Participants’ motivation levels were assessed using the “Motivation for Participation in Physical Education Lesson Scale,” and their achievement emotions were evaluated with the “Achievement Emotions Scale for Physical Education.” A cross-sectional design was used in the study and data were analysed using structural equation modelling. The findings showed intrinsic motivation strongly related to positive achievement emotions and negatively to negative ones. Extrinsic motivation was weakly correlated with positive achievement emotions and not significantly with negative ones. Amotivation negatively correlated with positive achievement emotions and positively correlated with negative ones. Students’ motivation and emotions are influenced by how well their basic psychological needs are met, according to self-determination and psychological needs theories. The support of intrinsic motivation in physical education is essential for their achievement emotions and well-being. Teachers must promote autonomy, competence, and relatedness in learning environments. Future studies should test these findings in various cultural contexts using various data sources and longitudinal designs. Exploring technological and cultural influences on motivation will add valuable information to the literature.

本研究旨在探讨高中生体育学习的内在动机、外在动机与无动机水平与其成就情绪之间的关联。本研究于2024-2025学年秋季学期开展，研究对象为土耳其多所高中的1399名学生。研究采用“体育课程参与动机量表”评估参与者的动机水平，以“体育成就情绪量表”测评其成就情绪。本研究采用横断面研究设计，通过结构方程模型（Structural Equation Modelling）对数据进行分析。研究结果表明：内在动机与积极成就情绪呈显著正相关，与消极成就情绪呈显著负相关；外在动机与积极成就情绪呈弱相关，与消极成就情绪无显著关联；无动机与积极成就情绪呈负相关，与消极成就情绪呈正相关。基于自我决定理论与心理需要理论，学生的动机与情绪水平受其基本心理需要满足程度的影响。在体育教学中，激发学生的内在动机对其成就情绪与心理健康至关重要，教师需在学习环境中营造自主性、胜任感与归属感的氛围。未来研究可采用多数据源与纵向研究设计，在不同文化背景下验证本研究结论；探讨技术与文化因素对动机的影响，将为相关学术文献补充极具价值的研究成果。