체육수업에서 성취행동 예측을 위한 교사의 동기부여방식과 결과기대 및 과제관여의 관계모형 검증

Abstract

The purpose of this study was to investigate structural relations among teachers` motivation styles perceived by outcome expectancy, task engagement and achievement behavior in physical education(PE) classes in middle school. The subjects include middle school students in the Seoul metropolitan region. Total 407 questionnaires were included as valid samples through convenience sampling. Data was treated with the SPSS 20.0 and AMOS 20.0 programs. The hypotheses were tested after checking the fitness of the overall model. The findings were as follows: First, autonomy support, one of subfactor of motivation styles, had significant effects on outcome expectancy, whereas controlling behavior had no significant effects on it. Second, autonomy support, one of subfactor of motivation styles, had significant effects on outcome expectancy, whereas controlling behavior had no significant effects on it. Third, students` outcome expectancy had significant impacts on their task engagement. Fourth, outcome expectancy had significant impacts on their achievement behavior. Fifth, task engagement had significant impacts on their achievement behavior. Lastly, outcome Expectancy, task Engagement had mediating effects on relations between teachers` motivation styles(autonomy support) and achievement behavior.