Students’ efficacy profiles and outcomes of perceived relation-inferred self-efficacy support in physical education

Abstract

ABSTRACT Studies based on efficacy beliefs have reported the importance of the relation-inferred self-efficacy (RISE) of students in physical education (PE). To better understand the role of perceived RISE support in student efficacy profiles and outcomes in PE, this study was to: (a) test the mediating effect of RISE in the relationships between the 3 dimensions of RISE support (i.e., positive recognition, task assignment, and relationship establishment) and self-efficacy; and (b) identify the relationship among the 3 dimensions of RISE support, RISE, self-efficacy, and outcomes (i.e., effort, enjoyment, and helping others). A 2-stage study employing structural equation modelling was conducted. The first stage included 372 middle school students with an average age of 14.13 ± 0.96 years, and the second included 402 middle school students with an average age of 13.90 ± 0.97 years. The first-stage results indicated that the relationships between the 3 dimensions of RISE support and self-efficacy were mediated by RISE. The second-stage results demonstrated that the 3 dimensions of RISE support positively predicted RISE and self-efficacy, which in turn positively predicted the outcomes. These findings provide insights into the efficacy profiles and outcomes of perceived RISE support. From a practical perspective, we suggest that RISE support strategies be applied in PE classes.