체육수업에서 지각된 교수행동이 중학생의 동기조절과 과제참여에 미치는 효과

Abstract

Objectives This study investigated the relationships among perceived teaching behaviors, satisfaction and frustration of the psychological needs, motivational regulation, and task engagement in physical education class within Basic Need Theory (Deci & Ryan, 2000). Methods Participants were 485 students (321 males, 164 females) from three middle school in Korea. They completed a set of questionnaires measuring teaching behaviors, need satisfaction-frustration, motivation, and task engagement in physical education. Structural equation modeling and multi-group analysis were conducted for testing the hypotheses. Results The results of structural equation modeling revealed that students’ satisfaction and frustration of the psychological needs and autonomous-controlled regulation positively mediated the relationship between teachers’ need supportive behavior and task engagement in physical education class. Also students’ satisfaction and frustration of the psychological needs and autonomous-controlled regulation negatively mediated the relationship between teachers’ need controlling behavior and task engagement in physical education class. The effects of teachers’ need supportive and controlling teaching behaviors on task engagement in physical education class via students’ satisfaction and frustration of the psychological needs and autonomous-controlled regulation were invariant across male and female groups. Conclusions Findings revealed that teachers’ need-supportive teaching behavior is more important for students’ task engagement behaviors in the fulfillment of their basic psychological needs in physical education class.