Caring Climate, Emotions, and Engagement in High School Physical Education

被引：5

作者：

Simonton, Kelly L. ^{[1
]}

Garn, Alex C. ^{[2
]}

Washburn, Nicholas ^{[3
]}

机构：

[1] Univ Memphis, Coll Hlth Sci, Memphis, TN 38152 USA

[2] Louisiana State Univ, Sch Kinesiol, Baton Rouge, LA USA

[3] Western Washington Univ, Dept Hlth & Human Performance, Bellingham, WA USA

来源：

JOURNAL OF TEACHING IN PHYSICAL EDUCATION | 2022年 / 41卷 / 03期

关键词：

enjoyment; shame; student appraisals; supportive teaching; STUDENT ENGAGEMENT; ACHIEVEMENT GOALS; POSITIVE EMOTIONS; ELEMENTARY; GIRLS;

D O I：

10.1123/jtpe.2021-0086

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Purpose: This study evaluated relationships among students' views of the caring climate, emotions, and engagement in high school physical education (PE) classes utilizing Control-Value Theory of Achievement Emotions. Method: Structural education modeling tested the direct and mediating roles of the caring climate and emotions on engagement in high school PE students (N = 638). Results: The caring climate predicted enjoyment (ss = 0.45), boredom (ss = -0.44), and shame (ss = -0.31), while enjoyment (ss = 0.71) and shame (ss = 0.12) predicted student engagement, supporting Control-Value Theory of Achievement Emotions assumptions. However, caring climate also predicted student engagement directly, aligning with study hypotheses. Discussion/Conclusion: The findings suggest that a caring climate relates to student emotions and engagement in PE and supports the value of emotions in PE. This highlights the need for training high school PE teachers to facilitate a caring climate in the interest of maximizing optimal student emotions and engagement.

引用

页码：401 / 410

页数：10

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