Peers and teachers as sources of relatedness perceptions, motivation, and affective responses in physical education.
Research has demonstrated the importance of relatedness perceptions to self-determined motivation in physical education. Therefore, studies have begun to examine the social factors contributing to feelings of relatedness. The purpose of this study was to examine teacher (perceived emotional support) and peer (acceptance, friendship quality) relationship variables to feelings of relatedness, motivation, and affective responses in junior high physical education students (N = 411). Results revealed that perceived relatedness mediated the relationship between variables and self-determined motivation and related directly to the amount of enjoyment and worry students experienced. These findings demonstrate that relationships with both teachers and peers are important for students' relatedness perceptions, motivation, enjoyment, and worry in physical education.
Cox
Anne
A
School of Kinesiology and Recreation at Illinois State University, Normal, IL 61790-5120, USA. acox@ilstu.edu
Duncheon
Nicole
N
McDavid
Lindley
L
D000293:Adolescent; D000339:Affect; D002648:Child; D005260:Female; D033062:Friends; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D008960:Models, Psychological; D009042:Motivation; D010379:Peer Group; D010806:Physical Education and Training; D011594:Psychometrics; D012938:Social Perception; D013334:Students; D013663:Teaching