Guided by self-determination theory, this study aimed to examine age-related developmental differences in the psychological pathways linking adolescents’ perceptions of teacher classroom management, specifically behavioral control and care, to their individual interest in physical education, mediated by basic need satisfaction. A total of 1006 Chinese students, including 634 seventh graders (mean age = 12.24; 53.5% male and 46.5% female) and 372 10th graders (mean age = 15.22; 56.7% male and 43.3% female), completed questionnaires measuring the relevant constructs. Structural equation modeling was employed to assess both direct and indirect pathways. The results supported the overall model, revealing significant indirect effects of classroom management on individual interest via basic need satisfaction. Although the model was invariant across grade levels, notable age-related differences emerged. For 10th graders, a stronger direct link was found between perceived teacher behavioral control and individual interest (Δχ2 = 4.08, p < .01). In contrast, among seventh graders, perceived teacher care had a stronger direct connection with individual interest (Δχ2 = 10.64, p < .01). These findings highlight the role of classroom management in promoting individual interest. Teacher behavioral control and teacher care appear to link with student motivation through different psychological processes, with older adolescents possibly being more responsive to internalized social expectations.
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