Purpose: The present study attempted to integrate emotional processes into the self-determination theory (Deci & Ryan, 2000) in order to substantially improve predictive power. More specifically, this study was to test the mediating roles of emotion (positive and negative) and self-regulated motivation (autonomous and controlled) in the relationship between social contextual factors (autonomy-supportive and controlling behavior) and engagement in physical education classes. Methods: A total of 603 middle school students (315 boys and 288 girls) participated in present study. The structural equation modelling (SEM) was employed to test a baseline model and the two extended models including emotion associated with motivation to engagement. Results: Results confirmed a substantial increase of 13% and 15% in explained variance of engagement for the two the extended model, respectively. Positive emotion significantly mediated the motivation-engagement behaviour relationship, and autonomous motivation also positively moderated the emotion-engagement behavior relationship. The results of the SEM invariance test across the group indicated the significant group differences in direct and indirect paths. Conclusion: These results suggest that emotionally based motivation interventions aimed at increasing engagement in physical education classes may be helpful.

I. 서 론
 Ⅱ. 연구방법
  1. 연구대상
  2. 측정도구
  3. 자료분석
 Ⅲ. 결 과
  1. 기술통계
  2. 측정모형 검증
  3. 구조모형 검증
  4. 다집단 분석
 Ⅳ. 논의 및 결론
 참고문헌

• 유진(중앙대학교 체육교육과) | Jin Yoo (Department of Physical Education, Chung-Ang University) Corresponding author
• 박중길(고려대학교 체육교육과) | Jung-Gil Park (Department of Physical Education, (Korea University)