Zheng Shaofeng, Ji Xiangbo, Cheng Liping, Xu Jianhua, Cronin Lorcan Donal
Department of Physical Education, The Open University of Fujian, Fuzhou, China.
School of Physical Education and Sport Science, Nanjing Normal University, Nanjing, China.
Front Psychol. 2023 Aug 15;14:1232849. doi: 10.3389/fpsyg.2023.1232849. eCollection 2023.
Life skills can have a positive impact on young people's mental health, academic performance, and overall well-being. Physical education (PE) is viewed as a promising setting for developing students' life skills, but less is known about this in non-English speaking countries such as China. Based on the integration of Self-Determination Theory (SDT) and Achievement Goal Theory (AGT), we aimed to examine the relationships between students' perceptions of the teacher-initiated motivational climate (mastery- or performance-oriented) and their life skills development in PE, as well as the mediating role of their basic psychological needs (BPNs) (satisfaction or frustration).
We employed a cross-sectional survey. Chinese students ( = 533, Age range = 13-18 years) completed measures assessing these variables. We fulfilled correlational and mediational analyses.
These findings showed that mastery climate was positively associated with needs satisfaction ( = 0.66) and eight life skills ( range = 0.44-0.61), whereas negatively associated with needs frustration ( = -0.49). Performance climate was positively related to needs frustration ( = 0.52), but negatively related to needs satisfaction ( = -0.38) and eight life skills ( range = -0.28 - -0.15). Needs satisfaction was positively ( range = 0.44-0.65), while needs frustration was negatively ( range = -0.50 - -0.34) linked with eight life skills. Furthermore, needs satisfaction positively mediated the effect of mastery climate on life skills development, but it is not found that needs frustration mediated the effect of performance climate on life skills besides goal setting, social skills, and time management.
In conclusion, our study extended the previous literature on life skills in PE, and highlighted the roles of motivational climate and BPNs on students' life skills development. In practice, PE teachers should be encouraged to create a mastery climate as well as avoid a performance climate, to foster students' BPNs satisfaction, which in turn, promote their life skills development.
生活技能可对青少年的心理健康、学业成绩和整体幸福感产生积极影响。体育教育（PE）被视为培养学生生活技能的一个有前景的环境，但在诸如中国等非英语国家，对此了解较少。基于自我决定理论（SDT）和成就目标理论（AGT）的整合，我们旨在研究学生对教师引发的动机氛围（掌握导向或成绩导向）的认知与他们在体育教育中的生活技能发展之间的关系，以及他们基本心理需求（BPNs）（满足或受挫）的中介作用。
我们采用了横断面调查。中国学生（n = 533，年龄范围 = 13 - 18岁）完成了评估这些变量的测量。我们进行了相关分析和中介分析。
这些结果表明，掌握氛围与需求满足呈正相关（r = 0.66）以及与八项生活技能呈正相关（r范围 = 0.44 - 0.61），而与需求受挫呈负相关（r = -0.49）。成绩氛围与需求受挫呈正相关（r = 0.52），但与需求满足呈负相关（r = -0.38）以及与八项生活技能呈负相关（r范围 = -0.28 - -0.15）。需求满足与八项生活技能呈正相关（r范围 = 0.44 - 0.65），而需求受挫与八项生活技能呈负相关（r范围 = -0.50 - -0.34）。此外，需求满足正向中介了掌握氛围对生活技能发展的影响，但未发现需求受挫除了对目标设定、社交技能和时间管理外中介了成绩氛围对生活技能的影响。
总之，我们的研究扩展了先前关于体育教育中生活技能的文献，并突出了动机氛围和基本心理需求对学生生活技能发展的作用。在实践中，应鼓励体育教师营造掌握氛围并避免成绩氛围，以促进学生基本心理需求的满足，进而促进他们的生活技能发展。
