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首页> 外文期刊>Indian Journal of Science and Technology >Verification of Mediated Effect of Athletic Ability Beliefs in the Relations between Learning Environments Perceived in the Physical Education (PE) Class and Task Persistence
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Verification of Mediated Effect of Athletic Ability Beliefs in the Relations between Learning Environments Perceived in the Physical Education (PE) Class and Task Persistence

机译：验证体育能力信念在体育课中所感知的学习环境与任务持续性之间的中介作用

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Objectives: The purpose of this study was to inquire into the mediated effect of athletic ability beliefs in the relations between the PE learning environments perceived in the PE class and task persistence. Methods/Statistical Analysis: To achieve such a research purpose, this study selected a total of 418 copies as final valid sample using convenience sampling of junior high school students at the five schools located in a metropolitan area. As for data processing, this study implemented hypothesis testing after confirming the goodness of fit test of the whole model using SPSS 18.0 and AMOS 18.0. Findings: First, effort and challenge perception in PE learning environment was confirmed to have a positive influence on increased beliefs while competence perception was found to have a negative influence on fixed beliefs and threat perception was found to have a positive influence on entity belief. Second, it was found that increased beliefs in athletic ability beliefs had a significant influence on task persistence positively while entity belief didn’t have a significant influence on task persistence. Third, it was found that effort, challenge perception, and competence perception of learning environment had a positive influence on task persistence. Lastly, it was confirmed that increased beliefs in the relations between effort, challenge perception and task persistence of learning environment play a mediating role. Improvements/Applications: This study confirmed that students’ aggressive class participation behavior calls for the learning environment, which is challenging, and makes it possible for students to put in a great deal of effort for their learning process, and a positive belief and volition that students themselves can do it in the results of this research.
机译：目的：本研究的目的是探究运动能力信念对体育课中感知的体育学习环境与任务持久性之间的关系的中介作用。方法/统计分析：为了达到这一研究目的，本研究使用位于市区的五所学校的初中学生的便利抽样，共选择了418份作为最终有效样本。对于数据处理，本研究在使用SPSS 18.0和AMOS 18.0确认了整个模型的拟合检验的良好性之后，进行了假设检验。研究发现：首先，在体育学习环境中，努力和挑战感知对增加的信念有积极影响，而能力感知对固定信念有负面影响，威胁感知对实体信念有积极影响。其次，发现增强的运动能力信念对工作持久性具有积极影响，而实体信念对工作持久性没有显着影响。第三，发现学习环境的努力，挑战感知和能力感知对任务持久性具有积极影响。最后，可以确定的是，人们对努力，挑战感和学习环境的任务持久性之间关系的越来越多的信念起着中介作用。改进/应用：这项研究证实，学生积极的课堂参与行为需要学习环境，这是具有挑战性的，使学生有可能在学习过程中付出大量努力，并拥有积极的信念和意志，学生自己可以在这项研究的结果中做到这一点。

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