体育课程的调解作用对感知到的自主支持,反和学校依恋之间的关系感兴趣
Ahmet Enes Sağın1, Mehmet Akif Yücekaya2, Sinan Uğraş3
1Faculty of Sports Sciences, Bartın University, Bartın, Türkiye.
Frontiers in psychology
|October 17, 2025
概括
教师的支持和反提高了学生对体育教育 (PE) 的兴趣,这增强了他们对学校的依恋. 这种联系对于学业成功和情感健康至关重要.
科学领域:
- 教育心理学教育心理学
- 青少年发展 青少年发展
- 体育教育的体育教育
背景情况:
- 学生的学校依恋是学术和情感成果的关键.
- 自主支持和教师反积极影响动机,特别是在体育教育 (PE).
- 在教师支持和学校依恋中,PE兴趣的调解作用需要进一步研究.
研究的目的:
- 为了检查体育课程的介导作用的兴趣.
- 探讨感知到的自主支持,教师反和整体学校依恋之间的关系.
主要方法:
- 土耳其560名中学生参加了这次活动.
- 经过验证的尺度评估了感知到的自主支持,教师反,PE兴趣和学校依恋.
- 使用结构方程建模 (SEM) 和使用引导式方法的调解分析.
主要成果:
- 感知到的自主支持和教师反显著预测了学校的依恋.
- 学生对PE的兴趣调解了教师支持/反和学校依恋之间的联系.
- 自主支持和反增加了PE兴趣,随后增强了学校的依恋.
结论:
- 支持自主性的教学和建设性的反对于培养PE兴趣和学校依恋至关重要.
- 支持性的学习环境增强了学生的参与度和与学校的情感联系.
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