Despite the prominence of fitness testing in school physical education (PE), there is a sparsity of research examining the antecedents of students’ affective experiences during fitness testing lessons. This study aimed to investigate the associations among task- and ego-involving motivational climates, perceived physical competence, physical performance, enjoyment, and anxiety during two different types of PE fitness testing lessons. Altogether, 645 Finnish students from Grade 5 (50% boys, M_age = 11.2, SD = 0.36) and Grade 8 (47% boys, M_age = 14.2, SD = 0.35) participated in two fitness testing lessons with different content (lesson 1: 20-meter shuttle run test and a test of flexibility; lesson 2: curl-ups, push-ups, 5-leaps, and a catching-throwing combination test). Students’ experiences were collected using short questionnaires immediately after the lessons. Structural equation modeling was applied to examine the direct and indirect associations among study variables. Results indicated that task-involving climate and perceived competence increased students’ enjoyment and decreased their anxiety levels whereas ego-involving climate had no effect on students’ enjoyment but increased their anxiety levels. In addition, students’ actual physical performance as a mediator between motivational climate and affects, or as a direct predictor of affects, was limited. Strategies advancing task-involving motivational climate and students’ perception of competence should be employed to increase enjoyment and decrease anxiety during PE fitness testing lessons.

尽管体能测试在学校体育 (PE) 中占有突出地位，但在体能测试课程中检查学生情感体验的前因的研究却很少。本研究旨在调查在两种不同类型的体育健身测试课程中，涉及任务和自我的动机气候、感知的身体能力、身体表现、享受和焦虑之间的关联。总共 645 名芬兰学生来自 5 年级（50% 男生，M_年龄 = 11.2，SD = 0.36）和 8 年级（47% 男生，M_年龄） = 14.2, SD = 0.35) 参加了两节不同内容的体能测试课（第一课：20米穿梭跑测试和柔韧性测试；第二课：弯举、俯卧撑、5跳、接球-投掷组合测试）。学生的经验是在课程结束后立即使用简短的问卷收集的。应用结构方程模型来检查研究变量之间的直接和间接关联。结果表明，参与任务的气氛和感知能力增加了学生的乐趣并降低了他们的焦虑水平，而参与自我的气氛对学生的享受没有影响，但增加了他们的焦虑水平。此外，学生的实际身体表现作为动机气候和影响之间的中介，或作为影响的直接预测因素，是有限的。