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g., ��because I want the teacher to think I��m a good student��), external motivation (four items; e.g., ��because that��s what I��m supposed to do��), and amotivation (four items; e.g., ��but I don��t really know why��). Students responded to each item on a 7-point scale ranging from 1 (strongly disagree) to 7 (strongly agree). Considerable research in PE has demonstrated support for the psychometric properties for measures derived from the PLOC scale (e.g., Lonsdale et al., 2011). For analysis purposes, we created two observed variables; one that reflected students�� controlled motivation (i.e., using a weighting formula; 2 �� external regulation; 1 �� introjected regulation), and one that reflected their autonomous motivation (i.e., using a comparable weighting formula; 2 �� intrinsic motivation; 1 �� GSK J4 cost identified regulation). Social Anxiety In line with previous research (Martin and Fox, 2001), participants�� concerns regarding their teacher��s and classmates�� impressions of them during their PE lessons were each measured using four items. Minor revisions were made to Martin and Fox��s (2001) instrument (i.e., the term ��instructor�� was changed to ��teacher,�� and ��participants�� was changed to ��classmates��); students responded to four items about their teacher, before completing the same four items with respect to their classmates (e.g., ��I am concerned about looking uncoordinated in front of my teacher/classmates,�� ��I worry about embarrassing myself in front of my teacher/classmates��) using the stem, ��thinking about how I feel in my current PE lessons���� Responses were made on a 5-point scale ranging from 1 (not at all concerned) to 5 (extreme concern). Martin and Fox presented evidence to support the internal consistency of measures derived from this instrument, and we observed acceptable internal consistency for a combined teacher-and-peer measure derived from this instrument (�� = 0.931). Behavioral Engagement Teachers responded to a single item regarding students�� in-class behavioral engagement (i.e., ��over this week, what level of engagement has this student shown in your PE class?��). Teachers rated each student on a 7-point scale, anchored at 1 (no engagement), 4 (average engagement), and 7 (very high level of engagement) based on the intensity of their participation (relative to their classmates) within the last week. A single item was used at the request of teachers in order to minimize response burden; similar approaches have been implemented previously for the measurement of behavioral engagement, and have been shown to display evidence of criterion validity (e.g., Ntoumanis, 2005). Leisure-Time Physical Activity Students�� LTPA levels were measured (for use as a covariate in our main analyses) using the Leisure-Time Exercise Questionnaire (LTEQ; Godin and Shephard, 1985).