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In particular, students reported more favorable RISE appraisals when they believed that the focal agent (i.e., teacher or peers) engaged in relatedness-supportive behaviors, which in turn predicted enhanced relatedness need satisfaction regarding that agent. These findings highlight that RISE beliefs may act as a perceptual mechanism that (in part) supports the link ErbB between relatedness support and relatedness need satisfaction. Indeed, it seems plausible that the care and individualized attention that characterize relatedness-supportive interactions may encourage students to believe that the providers of such behaviors believe strongly in their ability, which subsequently fosters perceptions of closeness and support with respect to the provider (cf. Lent and Lopez, 2002). The predictive effects that we observed in relation to students�� autonomous motivation underscored the importance of incorporating distinct teacher- and peer-focused assessments. Specifically, students endorsed stronger autonomous (i.e., enjoyment, interest, value) motives for PE when they felt close to, and supported by, their teacher and their classmates. The role of relatedness need satisfaction in relation to autonomous motivation is well-established within SDT (see Ryan and Deci, 2008), and has been demonstrated previously in this context (e.g., Standage et al., 2006; Cox et al., 2009). To our knowledge, though, these findings are novel inasmuch as teacher- and peer-derived relatedness perceptions each uniquely contributed to adaptive motivational processes. It was also noteworthy that even when controlling for the predictive effects associated with relatedness need satisfaction, students�� teacher-focused RISE estimations also emerged as a significant (positive) predictor of autonomous motivation and (negative predictor of) controlled motivation. The relationship with autonomous motivation is consistent with theorizing by Lent and Lopez (2002), who contended that favorable RISE inferences may promote responses that are either directly associated with (e.g., enjoyment), or implicated in the promotion of (e.g., elevated perceptions of one��s own competence), adaptive motivational processes. There is no prior empirical evidence to substantiate the relationship that was observed between teacher-focused RISE and controlled motivation; nonetheless, it is interesting that believing that one��s teacher is confident in one��s ability may not only promote greater autonomous motives, but may also assist in reducing feelings of pressure and obligation associated with participation in PE. In future, it would be worthwhile to examine whether the motivational effects we observed for RISE remain when controlling for other SDT-based (e.g., autonomy need satisfaction) and tripartite efficacy (e.g., other-efficacy) predictors.