Abstract
The purpose of present study was to test the mediating role of psychological needs between teacher interpersonal communication styles and student life skills in physical education (PE) context. PE Students (n=395) aged 13-17 year old participated in this study and completed the pack of questionnaire. Structural equation modeling (SEM) was utilized to analyze the hypothesized model proposed in this study. Results showed that teacher autonomy support was positively associated with student psychological need satisfaction and life skills development, whereas it was negatively related to student psychological need frustration and maladaptive behavior. The relationship between teacher autonomy and student life skill was fully mediated by student psychological need satisfaction, whereas the psychological need frustration did not mediate the relationship between autonomy support and school-social dysfunction. In conclusion, teacher autonomy support played the important role on student psychological experience which is positively related to life skill. The findings suggest that PE teacher autonomy support is the stronger predictor of the bright side of student motivation (need satisfaction) to develop life skills. More details and future directions were discussed.
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