Department of Physical Education, Korea University, Seongbuk-gu, Korea.
Institute for Positive Psychology and Education, Australian Catholic University, Sydney, NSW, Australia.
J Sport Exerc Psychol. 2024 Sep 12;46(5):266-282. doi: 10.1123/jsep.2024-0102. Print 2024 Oct 1.
Adopting both a self-determination theory perspective and a proactive, asset-oriented approach to coping with stressors, we propose a hypothesized model to explain physical education students' year-long development of course-specific grit-perseverance (Study 1) and mental toughness (Study 2). In both studies, we used a randomized controlled trial research design with longitudinally assessed dependent measures (four waves) to test a hypothesized model in which teacher participation in an autonomy-supportive teaching workshop (experimental condition) would increase students' T2 perceived autonomy-supportive teaching and T2 perceived autonomy-supportive classmates, both of which would increase T3 need satisfaction, which would then explain longitudinal gains in students' T4 grit-perseverance (Study 1) and mental toughness (Study 2). In both Study 1 (57 teachers, 3,147 students) and Study 2 (38 teachers, 2,057 students), a multilevel structural equation modeling analysis showed that the hypothesized model fit the data very well. We conclude that the developmental roots of grit-perseverance and mental toughness can emerge proactively out of the asset-oriented experiences of interpersonal support and psychological need satisfaction that are central to self-determination theory.
我们采用自我决定理论的视角和积极的、以资产为导向的应对压力源的方法，提出了一个假设模型，以解释体育教育专业学生在一整年中特定课程坚韧（研究 1）和心理韧性（研究 2）的发展。在这两项研究中，我们使用了随机对照试验研究设计，对纵向评估的因变量（四个波次）进行了测试，以检验一个假设模型，即教师参加支持自主性教学的工作坊（实验组）将增加学生在 T2 时对自主性支持教学和 T2 时对自主性支持同学的感知，这两者都将增加 T3 时的需求满足感，进而解释学生在 T4 时的坚韧（研究 1）和心理韧性（研究 2）的纵向提升。在研究 1（57 名教师，3147 名学生）和研究 2（38 名教师，2057 名学生）中，多层次结构方程模型分析表明，该假设模型非常符合数据。我们的结论是，坚韧和心理韧性的发展根源可以积极地从人际关系支持和心理需求满足的资产导向经验中出现，而这些经验是自我决定理论的核心。
