체육수업에서 교사의 자율성지지, 학급 동료의 참여 및 지지, 그리고 학생의 주체적 참여의 구조적 관계

초록

Purpose: The purpose of this study was to examine the influence of physical education teacher autonomy support and the classroom agentic engagement climate on peer autonomy support and student agentic engagement by applying the Social-Ecological Perspective and Self-Determination Theory. Method: A survey was conducted with 392 middle school students. Data were analyzed using descriptive statistics, correlation analysis, and confirmatory factor analysis (CFA). To test the hypothesized model, structural equation modeling (SEM) and bootstrapping were employed to verify the mediating effects of the peer autonomy support. Results: First, both the teacher autonomy support and the classroom agentic engagement climate had a significant positive impact on student agentic engagement. Second, these two factors also significantly and positively influenced the peer autonomy support. Third, the peer autonomy support was found to positively mediate the relationships between teacher autonomy support, classroom agentic engagement climate and student agentic engagement. Conclusion: These findings emphasize that student agentic engagement develops within a social context that includes not only teachers’ motivating style but also class norms and peer support. This suggests that interactions among teachers, students, and peers should be considered simultaneously to promote agentic engagement in PE classes.

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