Abstract
The purpose of this study was to test the mediation effects of grit in the relationship between middle school students’perceptions of teaching competency and task performance in dance classes. A total of 338 middle school students (187 males, 151 females) completed an questionnaire measuring teachers’teaching competency about curriculum and affective competency, grit, and task performance. Data were analyzed using descriptive statistics, confirmatory factor analysis, correlations, and structural equation modeling to test the study hypotheses. Results of a series of structural equation modeling analysis showed middle school students’effort persistence positively mediated the relationship between perceived teaching competency and task performance. But middle school students’interest perseverance did not mediated the relationship between perceived teaching competency and task performance. Perceived teaching competency had an indirect impact to task performance through interest perseverance. These findings suggest that teachers’ teaching competency and effort persistence for learning activities are factors enhancing students’task performance during dance classes. Future research is needed to explore a moderated effects of academic emotions and basic psychological needs in order to fully understand students’task performance and class engagement.
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