Guo Ke-Lei, Ma Qi-Shuai, Yao Shu-Jun, Liu Chao, Hui Zhen
School of Physical Education and Health, Zhaoqing University, Zhaoqing, China.
School of Physical Education, Huaibei Normal University, Huaibei, China.
Front Psychol. 2022 Jan 12;12:752702. doi: 10.3389/fpsyg.2021.752702. eCollection 2021.
This study aimed to contribute to understanding the mechanisms underlying the association between empowering motivational climate in physical education and social responsibility among high school students, and have important implications for interventions aimed at improving social responsibility among high school students. Through the quota sampling, 802 students (average age = 17 years, = 0.97 years) that complied with the requirements were surveyed from Anhui Province in China. Empowering motivational climate in physical education, social responsibility, interpersonal disturbance, and general self-efficacy were assessed using standard scales. For data analysis, Pearson's correlation analysis, structural equation model test, and bias-corrected percentile Bootstrap method were carried out in turn. (1) Common method biases can be accepted in this study, and the correlation among empowering motivational climate in physical education, social responsibility, interpersonal disturbance, and general self-efficacy are all significant; (2)Empowering motivational climate in physical education, interpersonal disturbance and general self-efficacy can all predict social responsibility significantly; (3) Structural equation modeling indicates good fit: χ/ = 2.86, RMESA = 0.068, CFI = 0.92, NNFI = 0.91, NFI = 0.90, GFI = 0.93. It indicates that interpersonal disturbance and general self-efficacy can play mediating roles between empowering motivational climate in physical education and social responsibility, respectively. After that, interpersonal disturbance as well as general self-efficacy in turn plays the chain mediating effect in the relationship between empowering motivational climate in physical education and social responsibility. The effect size of the mediating effect of interpersonal disturbance and general self-efficacy in the relationship between empowering motivational climate in physical education and social responsibility is 0.048 and 0.148, respectively, and the effect size of the chain mediating effect is 0.031. Empowering motivational climate in physical education not only has a direct effect on social responsibility among high school students, but also influences social responsibility by the chain mediating effect of interpersonal disturbance and general self-efficacy.
本研究旨在有助于理解体育教学中赋能动机氛围与高中生社会责任之间关联的潜在机制，并对旨在提高高中生社会责任的干预措施具有重要意义。通过配额抽样，从中国安徽省选取了802名符合要求的学生（平均年龄 = 17岁，标准差 = 0.97岁）进行调查。使用标准量表对体育教学中的赋能动机氛围、社会责任、人际困扰和一般自我效能进行评估。数据分析依次进行了Pearson相关分析、结构方程模型检验和偏差校正百分位数Bootstrap法。（1）本研究中共同方法偏差可接受，体育教学中的赋能动机氛围、社会责任、人际困扰和一般自我效能之间的相关性均显著；（2）体育教学中的赋能动机氛围、人际困扰和一般自我效能均能显著预测社会责任；（3）结构方程模型显示拟合良好：χ²/df = 2.86，RMSEA = 0.068，CFI = 0.92，NNFI = 0.91，NFI = 0.90，GFI = 0.93。表明人际困扰和一般自我效能分别在体育教学中的赋能动机氛围与社会责任之间起中介作用。之后，人际困扰以及一般自我效能在体育教学中的赋能动机氛围与社会责任的关系中依次起链式中介作用。人际困扰和一般自我效能在体育教学中的赋能动机氛围与社会责任关系中的中介效应大小分别为0.048和0.148，链式中介效应大小为0.031。体育教学中的赋能动机氛围不仅对高中生的社会责任有直接影响，还通过人际困扰和一般自我效能的链式中介效应影响社会责任。
