教师的口头和非口头沟通,学生的心理需求,体育教育的积极和消极结果
Héctor Moreno-Casado1, Francisco M Leo2, Miguel A López-Gajardo1
1Faculty of Sport Sciences, University of Extremadura, Caceres, Spain.
在体育教育 (PE) 中有效的教师沟通可以提高学生心理需求的满足,从而带来更大的乐趣和感知到的有用性. 改善沟通提高了学生的成绩和PE的学术感知.
科学领域:
- 教育心理学教育心理学
- 运动科学 运动科学 运动科学
- 沟通研究 沟通研究
背景情况:
- 学生参与体育教育 (PE) 受各种因素的影响.
- 教师的沟通方式在塑造学生体验方面发挥着至关重要的作用.
- 了解沟通,心理需求和PE结果之间的联系对于有效的教学至关重要.
研究的目的:
- 研究教师的沟通 (口头和非口头) 与学生的心理需求之间的关联.
- 检查这些心理需求如何调解教师沟通和PE结果之间的关系.
- 评估对学生的乐趣,无聊,教育的感知有用性和成绩认知的影响.
主要方法:
- 一项涉及西班牙1000名中学生的纵向研究.
- 利用路径模型分析在三个不同的时间点收集的数据.
- 测量教师沟通 (第一时间),心理需求满足/丧 (第二时间) 和PE结果 (第三时间).
主要成果:
- 语言教师沟通积极预测学生的心理需求满足.
- 满足需求对享受,体育训练的有用性和成绩感受产生了积极的影响,同时对无聊产生了负面预测.
- 语言沟通也负面地预测了需求的丧,这直接增加了无聊.
结论:
- 教师沟通显著影响学生的心理需求,调解关键的PE结果.
- 提高口头和非口头沟通技巧对于教师来说是必不可少的,以促进学生在PE中的积极体验.
- 通过有效的沟通满足学生的心理需求,可以提高体育教育的参与度和学术感知.
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