The Mediator Role of Sport Competence and Physical Condition in the Motivational Climate and Personal-Social Responsibility in Physical Education

Bibliographic Data

ID16910477
AuthorsElif Nilay Ada (0000-0002-8817-6136, Mersin Üniversitesi, corresponding author), Ali Haydar Serin (Mersin Üniversitesi), Zekai Pehlivan (Mersin Üniversitesi), Fatma Çepikkurt (0000-0002-9096-2873, Mersin Üniversitesi), Hasan Ahmad (0000-0003-4271-600X, Public Authority for Applied Education and Training), Zişan Kazak (0000-0001-7588-411X, Ege University)
Year2021
Volume11
Issue4
Publication date2021-10-01
Open AccessYes
TypeARTICLE
VenueSAGE Open (JOURNAL)
Journal identifiersISSN: 2158-2440 • E-ISSN: 2158-2440
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/21582440211059175
OpenAlexW3216234518
LanguageEN
Citations received2
References cited36

This study aimed to separately examine the mediator role of two different variables in the relationship between perceived motivational climate and personal-social responsibility in physical education lessons. A total of 406 students ( M age = 12.91, SD = 1.01), 217 girls ( M age = 12.88, SD = 1.03) and 189 boys ( M age = 12.93, SD = 0.99), from the 6th, 7th, and 8th grades attended the study. In the research, the Learning and Performance Orientations in Physical Education Classes Questionnaire, the Personal-Social Responsibility Questionnaire, and Physical Self-Perception Inventory for Children (physical condition and sport competence) were used. To realize the purpose of the research, the measurement models were first tested using the structural equation model; next, multiple regression analysis applications were made. Mediation analysis was carried out separately for the “learning and performance climate dimensions” for the perceived motivational climate questionnaire. For this purpose, the mediating effect of physical condition and sport competence in the relationship between each perceived motivational climate dimension and personal-social responsibility, was examined. In the analyzes, it was found that neither learning nor performance dimensions of perceived motivational climate had any mediating effect on the relationship between personal-social responsibility. However, the perceived learning climate could moderately predict personal-social responsibility whereas the perceived performance climate could not. As a result, it can be said that the most important effect on personal- social responsibility in physical education lessons belongs to “the student learning orientation” factor which belongs only to the perceived learning climate. Since the student’s sport competence or physical condition is not effective in influencing personal-social responsibility, it has become necessary for physical education teachers to make efforts to create a learning-oriented climate that is associated with positive outcomes

Developmental psychology · Mathematics education · Mediation · Moral responsibility · Perception · Physical education · Public relations · Social change · Social competence · Social responsibility · Structural equation modeling · Applied Psychology · Motivation and Self-Concept in Sports · Physical Education and Pedagogy · Psychology · Social Psychology · Youth Development and Social Support

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