Effect of teacher autonomy support on student engagement in physical education classrooms in a blended learning environment: the mediating role of performance expectancy and academic self-efficacy.

IF 2.7 3区 心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY
Lianqiang Li, Detao Zeng
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引用次数: 0

Abstract

Background: With the rapid rise of online learning in higher education, blened learning models have become increasingly common. In this context, teacher autonomy-support strategies are widely used to help students engage more effectively and improve learning outcomes in environments that combine online and offline learning. While this approach offers new educational value and experiences, there has been limited focus on how autonomy-supportive teaching strategies enhance student engagement in physical education classes within blened learning environments.

Methods: This study developed a sequential mediation model to examine how perceived performance expectancy (PE) and academic self-efficacy (ASE) mediate students' responses to teacher autonomy support (TAS), fostering cognitive, behavioral, emotional, and social engagement in a blended learning environment. The model was tested on non-physical education students at a full-time university in Chongqing, China.

Findings: The findings indicate that teacher autonomy support positively affects students' behavioral, emotional, and social engagement in sports classes. Academic self-efficacy enhances cognitive, behavioral, emotional, and social engagement, while performance expectancy have a positive effect only on behavioral and social engagement. Performance expectancy and academic self-efficacy sequentially mediate the relationship between teacher autonomy support and student participation in physical education classrooms.

Conclusions: Teacher autonomy support, performance expectancy, and academic self-efficacy are significant predictors of student engagement in physical education classes, as performance expectancy and academic self-efficacy partially mediate the effect of teacher autonomy support on student participation. This study highlights the value of teacher autonomy support in blended online learning to boost student engagement in physical education, positively influencing innovation in higher physical education.

混合学习环境下教师自主支持对体育课堂学生投入的影响:绩效期望和学业自我效能感的中介作用
背景:随着高等教育在线学习的迅速兴起,混合式学习模式越来越普遍。在这种背景下,教师自主支持策略被广泛用于帮助学生更有效地参与在线和离线学习相结合的环境,并改善学习成果。虽然这种方法提供了新的教育价值和经验,但对自主支持教学策略如何在混合学习环境中提高学生在体育课堂上的参与度的关注有限。方法:本研究建立了一个序贯中介模型,以检验知觉表现期望(PE)和学业自我效能感(ASE)如何中介学生对教师自主支持(TAS)的反应,在混合学习环境中促进认知、行为、情感和社会参与。该模型在重庆一所全日制大学非体育专业学生中进行了测试。研究发现:教师自主支持对学生在体育课堂上的行为、情感和社会参与有积极影响。学业自我效能感对认知参与、行为参与、情感参与和社会参与都有促进作用,而学业表现期望只对行为参与和社会参与有积极作用。成绩期望和学业自我效能感依次中介教师自主支持与体育课堂学生参与之间的关系。结论:教师自主支持、成绩期望和学业自我效能感是体育课堂学生参与的显著预测因子,成绩期望和学业自我效能感在教师自主支持对学生参与的影响中起到部分中介作用。本研究强调了教师自主支持在混合在线学习中对提高学生体育参与度的价值,并对高等体育教育创新产生积极影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
BMC Psychology
BMC Psychology Psychology-Psychology (all)
CiteScore
3.90
自引率
2.80%
发文量
265
审稿时长
24 weeks
期刊介绍: BMC Psychology is an open access, peer-reviewed journal that considers manuscripts on all aspects of psychology, human behavior and the mind, including developmental, clinical, cognitive, experimental, health and social psychology, as well as personality and individual differences. The journal welcomes quantitative and qualitative research methods, including animal studies.
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