Fig. 1

Proposed Relations Among Constructs From the Trans-Contextual Model. Note. Broken lines between constructs indicate direct effects proposed to be non-significant or unsubstantial relative to the indirect effects. Changes in students’ perceived autonomy support from teachers in PE are proposed to be positively related to changes in autonomous motivation toward PE; changes in autonomous motivation in PE are proposed to be positively related to changes in autonomous motivation for leisure-time physical activity outside of school; changes in autonomous motivation for leisure-time physical activity are proposed to be positively related to changes in intentions toward, and actual participation in, subsequent leisure-time physical activity through changes in the immediate antecedents of intentions (i.e. attitudes, subjective norms, and perceived behavioral control); PE = Physical education