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Social cognitive theory depicts student learning in terms of the interrelationship among motivational behavior, social environmental factors, and personal factors, which offers an appropriate theoretical framework for understanding student achievement outcomes in education. Limited research, however, has examined how these factors were interacted in a school physical education (PE) setting. The major aim of the present study was to probe the associations among perceived teachers' support for autonomy, competence, relatedness, self-efficacy, persistence/effort, and students' intention for future participation in middle school students by testing a theoretical model based on the social cognitive theory and self-determination theory. 211 students (109 boys, 102 girls; M_age = 12.44; SD = 0.99) enrolled in a suburban public school in the United States participated into the study. These participants completed validated survey questions that assessed their perceived teachers'