The final, formatted version of the article will be published soon.
ORIGINAL RESEARCH article
Front. Psychol.
Sec. Sport Psychology
Volume 15 - 2024 |
doi: 10.3389/fpsyg.2024.1459362
This article is part of the Research Topic Motivation for Physical Activity -Volume II View all 8 articles
Effects of Perceived Variety-support on Middle School Students' Learning Engagement in Physical Education: With a Mediating Role of Motivation
Provisionally accepted- 1 Shanxi Youth Vocational College, Taiyuan, China
- 2 College of Physical Education and Sports Science, Beijing Normal University, Beijing, Beijing, China
- 3 School of Education, Beijing Sport University, Beijing, Beijing Municipality, China
High engagement in physical education (PE) could effectively develop students’ motor competence and promote physical activity, which was significantly important for students’ physical and mental health. Researches had shown that motivation was an important factor in explaining students’ learning engagement, and variety-support as the fourth independent psychological need was a potential factor influencing students’ learning motivation. However, there was a lack of empirical research evidence on the effect of perceived variety-support on middle school students’ learning engagement in PE and the influencing mechanisms. This study aimed to investigate the direct effect of perceived variety-support on learning engagement in PE and the mediating effect of motivation in PE on the relationship. A cross-sectional study was conducted and 587 middle school students from Liaoning province filled the paper-and-pencil questionnaires adopting perceived variety-support in PE scale (PVSPES), utrecht work engagement scale-student (UWES-S), and perceived locus of causality in PE scale, which had been proved to have good reliability and validity (294 boys and 293 girls, Mage=13.47 ± 0.94). The results showed three variables were significantly positively correlated with each other (r=0.323-0.562 p<0.01) and perceived variety-support in PE could not only directly promote middle school students’ learning engagement in PE but also indirectly through the mediating effect of motivation in PE. Therefore, in order to better promote students’ participation in PE class, we should pay more attention to satisfy students’ varied PE learning needs and stimulate students’ autonomous learning motivation.
Keywords: perceived variety-support1, learning engagement2, motivation3, physical education4, Middle school students5
Received: 04 Jul 2024; Accepted: 27 Aug 2024.
Copyright: © 2024 Miao, Chai, Xue and Wang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Miao Miao, Shanxi Youth Vocational College, Taiyuan, China
Hongqin Chai, College of Physical Education and Sports Science, Beijing Normal University, Beijing, 100875, Beijing, China
Qi Wang, College of Physical Education and Sports Science, Beijing Normal University, Beijing, 100875, Beijing, China
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.