Department of Health, Exercise, and Sport Science, Texas Tech University, Box 43011, 109 Exercise Science Center, Lubbock, TX 79409-3011, USA.
Percept Mot Skills. 2011 Dec;113(3):969-81. doi: 10.2466/06.11.25.PMS.113.6.969-981.
The present study was designed to examine the mediating effect of self-efficacy on relations of middle school students' four achievement goals with their perceptions of two motivational climates and in-class physical activity in physical education. The four achievement goals (mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance), perceptions of the motivational climate (mastery- and performance-involving climates), and self-efficacy were measured in a sample of 194 students (93 boys, 101 girls) in a public school. Students' in-class physical activity was assessed using Actical Accelerometers. A series of multiple-regression analyses supported the mediating effect of self-efficacy on the relationships among students' mastery-approach goal, perceived mastery-involving climate, and physical activity.
本研究旨在考察自我效能感在中学生四种成就目标（掌握-趋近目标、掌握-回避目标、表现-趋近目标和表现-回避目标）与体育教育中对两种动机氛围（掌握型和表现型氛围）和课堂内身体活动的感知之间关系中的中介作用。在一所公立学校的 194 名学生（男生 93 人，女生 101 人）中，测量了四种成就目标（掌握-趋近目标、掌握-回避目标、表现-趋近目标和表现-回避目标）、对动机氛围（掌握型和表现型氛围）的感知以及自我效能感。使用 Actical 加速度计评估学生的课堂内身体活动。一系列多元回归分析支持自我效能感在学生的掌握-趋近目标、感知的掌握型氛围和身体活动之间的关系中起中介作用。
