This study examined the relationships among social factors, individual diff
erences, intrinsic motivation, and effort persistence in the physical educa
tion context using cognitive evaluation theory as a framework. Female (n =
201) and male (n = 206) high school students completed measures of motivati
onal climate, teaching style, perceived competence, self-determination, goo
d orientations, and intrinsic motivation. teachers rated the students on ef
fort and persistence in the class activities. Hypothesized relationships am
ong the variables were tested using structural equation modeling. results r
evealed that perceived competence and goal orientations directly predicted
intrinsic motivation and mediated the efforts of motivational climate and t
eaching style on intrinsic motivation. Intrinsic motivation directly predic
ted effort and persistence. Task goal orientation mediated the effects of l
earning climate on perceived competence and self-determination. The stronge
st predictors of intrinsic motivation and effort and persistence were task
goal orientation, perceived competence, and learning climate.