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The Relationship Between Empowering Motivational Climate in Physical Education and Social Responsibility of High School Students: Chain Mediating Effect Test.

ABSTRACT: Objective: This study aimed to contribute to understanding the mechanisms underlying the association between empowering motivational climate in physical education and social responsibility among high school students, and have important implications for interventions aimed at improving social responsibility among high school students. Methods: Through the quota sampling, 802 students (average age = 17 years, SD = 0.97 years) that complied with the requirements were surveyed from Anhui Province in China. Empowering motivational climate in physical education, social responsibility, interpersonal disturbance, and general self-efficacy were assessed using standard scales. For data analysis, Pearson's correlation analysis, structural equation model test, and bias-corrected percentile Bootstrap method were carried out in turn. Results: (1) Common method biases can be accepted in this study, and the correlation among empowering motivational climate in physical education, social responsibility, interpersonal disturbance, and general self-efficacy are all significant; (2)Empowering motivational climate in physical education, interpersonal disturbance and general self-efficacy can all predict social responsibility significantly; (3) Structural equation modeling indicates good fit: χ²/df = 2.86, RMESA = 0.068, CFI = 0.92, NNFI = 0.91, NFI = 0.90, GFI = 0.93. It indicates that interpersonal disturbance and general self-efficacy can play mediating roles between empowering motivational climate in physical education and social responsibility, respectively. After that, interpersonal disturbance as well as general self-efficacy in turn plays the chain mediating effect in the relationship between empowering motivational climate in physical education and social responsibility. The effect size of the mediating effect of interpersonal disturbance and general self-efficacy in the relationship between empowering motivational climate in physical education and social responsibility is 0.048 and 0.148, respectively, and the effect size of the chain mediating effect is 0.031. Conclusion: Empowering motivational climate in physical education not only has a direct effect on social responsibility among high school students, but also influences social responsibility by the chain mediating effect of interpersonal disturbance and general self-efficacy.

SUBMITTER: Guo KL

PROVIDER: S-EPMC8790515 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:IntroductionLife skills can have a positive impact on young people's mental health, academic performance, and overall well-being. Physical education (PE) is viewed as a promising setting for developing students' life skills, but less is known about this in non-English speaking countries such as China. Based on the integration of Self-Determination Theory (SDT) and Achievement Goal Theory (AGT), we aimed to examine the relationships between students' perceptions of the teacher-initiated motivational climate (mastery- or performance-oriented) and their life skills development in PE, as well as the mediating role of their basic psychological needs (BPNs) (satisfaction or frustration).MethodsWe employed a cross-sectional survey. Chinese students (N = 533, Age range = 13-18 years) completed measures assessing these variables. We fulfilled correlational and mediational analyses.ResultsThese findings showed that mastery climate was positively associated with needs satisfaction (r = 0.66) and eight life skills (r range = 0.44-0.61), whereas negatively associated with needs frustration (r = -0.49). Performance climate was positively related to needs frustration (r = 0.52), but negatively related to needs satisfaction (r = -0.38) and eight life skills (r range = -0.28 - -0.15). Needs satisfaction was positively (r range = 0.44-0.65), while needs frustration was negatively (r range = -0.50 - -0.34) linked with eight life skills. Furthermore, needs satisfaction positively mediated the effect of mastery climate on life skills development, but it is not found that needs frustration mediated the effect of performance climate on life skills besides goal setting, social skills, and time management.ConclusionIn conclusion, our study extended the previous literature on life skills in PE, and highlighted the roles of motivational climate and BPNs on students' life skills development. In practice, PE teachers should be encouraged to create a mastery climate as well as avoid a performance climate, to foster students' BPNs satisfaction, which in turn, promote their life skills development.

Project description:ObjectiveThis study aims to explore the effect of perceived social support on college students' autonomous fitness behavior, and the mediating role of mental toughness and exercise self-efficacy.MethodologyA survey participated by 985 college Students (average age, 19.55) was conducted by applying the following scales: The Perceived Social Support Scale, the Adolescent Self-Government Behavior Scale, the Mental Toughness Scale, and the Exercise Self-efficacy Scale (ESES).Results(1) Perceived social support can directly and positively predict autonomous fitness behavior, mental toughness, and exercise self-efficacy; mental toughness can directly and positively predict exercise self-efficacy. Likewise, perceived social support, mental toughness, and exercise self-efficacy can positively predict autonomous fitness behavior. (2) The indirect effect of the path with mental toughness as the mediating variable is 0.078, the indirect effect of the path with exercise self-efficacy as the mediating variable is 0.122, and the indirect effect of the path with mental toughness and exercise self-efficacy as the mediating variable is 0.082. (3) The total of all indirect effects is 0.282, and the effects of the three indirect pathways account for 18.25, 28.62, and 19.37% of the total, respectively.ConclusionThe perceived social support can indirectly predict college students' autonomous fitness behavior through the independent mediating effect of mental toughness and self-efficacy, as well as the chain mediating effect of the two. The claim that mental toughness and exercise self-efficacy perform a chain-mediate role in the positive effect brought by perceived social support on autonomous fitness behavior has been supported. This study revealed the relationship and mechanism between perceived social support and college students' autonomous fitness behavior and further improved the research on the impact of perceived social support on college students' autonomous fitness behavior.

Project description:ObjectiveThis study explores the relationship between exercise intention and exercise behavior and constructs a chain mediating model through the mediating effect of implementation intention and self-identity.MethodThrough the stratified cluster sampling method, 1,573 junior school students (with an average age of 13.71 ± 0.891 years) were evaluated by the exercise intention scale, the implementation intention scale, the self-identity scale, and the physical exercise grade scale. For data analysis, the common method deviation test, Pearson correlation analysis, and Model 6 in the SPSS macro program compiled by Hayes for the chain mediating test were conducted.Results(1) There is a marked correlation between positive exercise intention and exercise behavior (r = 0.345, p < 0.01), and exercise intention has a significant effect on the direct path of exercise behavior (β = 0.162, t = 12.355, p < 0.01). (2) Exercise intention can positively predict implementation intention (β = 0.219, t = 10.006, p < 0.01) and self-identity (β = 0.160, t = 16.159, p < 0.01); implementation intention can significantly and positively predict exercise behavior (β = 0.230, t = 12.742, p < 0.01),and self-identity can significantly and positively predict exercise behavior (β = 0.273, t = 7.911, p < 0.01). (3) Implementation intention and self-identity play a significant mediating role between exercise intention and exercise behavior. The mediating effect consists of three indirect effects: exercise intention → implementation intention → exercise behavior (the mediating effect value is 0.050), exercise intention → self-identity → exercise behavior (the mediating effect value is 0.044), and exercise intention →implementation intention → self-identity → exercise behavior (the mediating effect value is 0.017).Conclusion(1) Exercise intention can significantly and positively predict exercise behavior. (2) Implementation intention and self-identity exert a significant mediating effect between exercise intention and exercise behavior, including the separate mediating effect of implementation intention and self-identity, as well as the chain mediating effect of implementation intention and self-identity.

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The Relationship Between Empowering Motivational Climate in Physical Education and Social Responsibility of High School Students: Chain Mediating Effect Test.

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