체육교사의 피드백 유형이 중학생의 그릿 및 삼분법적 자기효능감에 미치는 영향

Abstract

Objectives The purpose of this study is to find out the effect of the feedback type of physical education teachers on the grit and tripartite efficacy of middle school students.
 Methods To this end, 497 copies of data were analyzed, and the validity and reliability were verified by performing frequency analysis, exploratory factor analysis, and reliability analysis to understand the general characteristics of the research subject. In addition, correlation analysis and multi-linear regression analysis were conducted to find out the relationship between feedback type and grit and tripartite efficacy.
 Results First, it was found that corrective and positive feedback had an effect on effort continuity, which is a sub-factor of grit. In addition, positive and negative feedback were found to have an effect on interest persistence, which is a sub-factor of grit. Second, positive and corrective feedback were found to have an effect on self-efficacy and relationship inference self-efficacy, which are sub-factors of tripartite efficacy. In addition, positive and corrective feedback and negative feedback were found to have an effect on self-efficacy by others. Third, self-efficacy, self-efficacy by others, and relationship inference self-efficacy, which are three sub-factors of tripartite efficacy, were all found to affect effort persistence, and self-efficacy by others was found to have an effect on interest consistency.
 Conclusions Therefore, it was found that depending on the type of feedback of the physical education teacher, it had a significant effect on the grit and tripartite efficacy of middle school students.