Browse > Article
http://dx.doi.org/10.14400/JDC.2018.16.5.469

The Structural Relations between Feedback Types by Professors of University Physical Education and Self-Efficacy and Sport Continuance  

Song, Ki-Hyun (Department of Physical Education, Dankook University)
Kim, Seung-Yong (Major in Physical Education, Graduate School of Education, Donga University)
Publication Information
Journal of Digital Convergence / v.16, no.5, 2018 , pp. 469-476 More about this Journal
Abstract
The purpose of this study was to examine the relations and analyze the mediation effect that exists between the feedback types by professors of university physical education and self-efficacy and sports continuance. The sampling method was used to survey physical education university students from three different universities located in the Greater Seoul Metropolitan Area. 309 samples were ultimately selected as valid samples. Data processing was carried out by using SPSS 18.0 and AMOS 18.0. The fidelity of the whole model was assessed through this process and then the theory was tested. The results were as follows. Firstly, if the perceived feedbacks by the professor were complimentary/encouragement and performance knowledge/positive nonverbal feedbacks it had a positive effect. Negative nonverbal perceived feedback had a negative effect forecast. Secondly, complimentary/encouragement perceived feedbacks by the professor did not have a meaningful impact on sports continuance index. Performance knowledge/positive nonverbal feedback resulted in static effect while negative nonverbal feedback had a negative effect. Lastly, self-efficacy served a meaningful mediation role in the relation between negative nonverbal feedback by the professor and sports continuance.
Keywords
Physical education; Feedback types; Self-efficacy; Sport continuance; PE class;
Citations & Related Records
연도 인용수 순위
  • Reference
1 A. Koka & V. Hein. (2003). Perceptions of teacher's feedback and learning environment as predictors of intrinsic motivation in physical education. Psychology of Sport and Exercise, 4, 333-346.   DOI
2 Z. Gao & M. Newton. (2008). Examining the mediating role of strategy use on students' motivation and persistence/effort in physical education. Journal of Sport behavior, 32(3), 278-297.
3 P. Xiang, A. Chen, & A. Bruene. (2005). Interactive impact of intrinsic motivators and extrinsic rewards on behavior and motivation outcomes. Journal of Teaching in Physical Education, 24(2), 179-197.   DOI
4 J. Yoo & J. G. Park. (2014). The role of emotion in motivational processes for engagement in physical education. Korean Society of Sport Psychology, 25(2), 73-86.   DOI
5 A. Assor, H. Kaplan, Y, Kanat-Maymon, & G. Roth. (2005). Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15, 397-413.   DOI
6 A. Koka & V. Hein. (2005). The effect of perceived teacher feedback on intrinsic motivation in physical education. International Journal of Sport Psychology, 36(2), 91-106.
7 A. Koka & V. Hein. (2006). Perceptions of teacher' positive feedback and perceived threat to sense of self in physical education: A longitudinal study. European Physical Education Review, 12(2), 165-179.   DOI
8 M. J. Lyu & N. S. Pyo. (2006). Structural equation modeling analysis of teaching behavior, intrinsic motivation and class satisfaction. Korean Journal of Physical Education, 45(2), 241-249.
9 K. H. Song & J. Y. Huh. (2012). Construct relationships between teacher's feedback, ability belief, and self-handicapping of students in P.E class. The Korean Journal of Sports Science, 21(4), 369-379.
10 J. G. Nichols. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.   DOI
11 A. Bandura. (1997). Self-efficacy: The exercise of control. New York: Freeman.
12 A. M. Lee. (2004). Promoting lifelong physical activity through quality physical education. Journal of Physical Education, Recreation & Dance, 75(5), 21-55.
13 F. M. Sirois. (2004). Procrastination and intentions to perform health behaviors: The role of self-efficacy and the consideration of future consequences. Personality and Individual Differences, 37, 115-128.   DOI
14 P. R. Pintrich, D. A. Smith, T. Garcia, & W. J. Mckeachie. (1991). A manual for the use of the motivated strategies for learning questionnaire. Ann Arbor, MI: The University of Michigan.
15 J. G. Park & K. H. Lee. (2010). Testing mediated and moderated effects of academic and social goals on task persistence in physical education . Korean Society of Sport Psychology, 21(3), 157-171.
16 K. H. Song & J. Y. Huh. (2011). Relationship among perceived teacher's feedback, motivational-behavioral regulation strategies, and intention to continuance in participants of university ski and snowboard class. The Korean Journal of Sports Science, 20(3), 513-526.
17 J. Curtis, W. Mcteer, & P. White. (1999). Exploring effects of school sport experiences on sport participation in later life. Sociology of Sport. 16. 348-365.   DOI
18 X. Yang. (1997). A multidisciplinary analysis of physical activity, sport participation and dropping out among young finns, a 12-year follow up study. Likes Research Reports on Sport and Health, 103.
19 B. J. Zimmerman. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91.   DOI
20 J. G. Park & K. H. Lee. (2011). The moderated effects of expectancy-values, self-efficacy, and task difficulty on middle school students' persistence in the physical education context. Korean Journal of Physical Education, 50(3), 251-262.
21 M. J. Lyu. (2010). Perceived teacher feedback and intrinsic motivation of middle school students in physical education classes. Korean Journal of Physical Education, 49(1), 147-156.
22 J. Guan, P. Xiang, R. McBride, & A. Bruence. (2006). Achievement goals, social goals, and student's reported persistence and effort in high school physical education. Journal of Teaching in Physical Education, 25, 58-74.   DOI
23 X. Zhao, J. G. Lynch, & Q. Chen. (2010). Reconsidering baron and kenny: Myths and truths about mediation analysis. Journal of Consumer Research, 37(2), 197-206.   DOI
24 G. Holmbeck. (1997). Toward terminological, conceptual, and statistical clarity in the study of mediators and moderators: Examples from the child-clinical and pediatric psychology literatures. Journal of Consulting and Clinical Psychology, 65(4), 599-610.   DOI
25 S. J. Yun, J. H. Lee, & H. S. Choi. (2016). Perceived feedback type of instructors and intrinsic motivation influences the performance confidence of college level dance majoring students. Journal of Korean Physical Education Association for Girls and Women, 30(3), 269-284.   DOI
26 K H. Lee. (2010). The impacts of perceived learning environment and teacher's feedback on high school students' intrinsic motivation in physical education. Korean Journal of Physical Education, 49(2), 83-92.
27 M. J. Lyu. (2009). Validation of perception of teacher feedback(PTF) scale in physical education. Korean Journal of Physical Education, 48(2), 171-181.
28 J. Yoo, & S. G. Park. (2012). An analysis of the structural model among physical self-efficacy, exercise intention, and adherence behavior in Taekwondo. Korean Journal of Physical Education, 51(6), 153-163.
29 K H. Lee. (2010). Coaches' behavior pattern and intrinsic motivation of athletes in track & field. Korean Journal of Sport Science, 20(1), 178-191.
30 S. H. Lee. (2010). The relationships between athletes' internal motivation and sports leadership and the continuous performance of sports. Journal of Sport and Leisure Studies. 39(1), 127-136.
31 W. S. Silver, T. R. Mitchell, & M. E. Gist. (1995). Responses to successful and unsuccessful performance: The moderating effect of self-efficacy on the relationship between performance and attributions. Organizational Behavior and Human Decision Processes, 62, 286-299.   DOI
32 S. Y. Kim. (2016). Structural relationship among the perceived physical education learning environment, self-efficacy, and efforts/persistence. Korean Journal of Physical Education, 55(1), 323-333.
33 A. E. Cox & D. E. Whaley. (2004). The influence of task value, expectancies for success, and identity on athletes' achievement behaviors. Journal of Applied Sport Psychology, 16, 103-117.   DOI