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Students' tripartite efficacy beliefs in high school Physical Education: Within- and cross-domain relations with motivational processes and leisure-time physical activity

机译：高中体育中学生的三方效能信念：激励过程和休闲时间体育活动的域内和跨域关系

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Within instructional settings, individuals form relational efficacy appraisals that complement their self-efficacy beliefs. In high school physical education (PE), for instance, students develop a level of confidence in their teacher’s capabilities, as well as estimating how confident they think their teacher is in their (i.e., the students’) ability. Grounded in existing transcontextual work, we examined the motivational pathways through which students’ relational efficacy and self-efficacy beliefs in PE were predictive of their leisure-time physical activity. Singaporean students (N = 990; age M = 13.95, SD = 1.02) completed instruments assessing efficacy beliefs, perceptions of teacher relatedness support, and autonomous motivation toward PE, and 2 weeks later they reported their motivation toward, and engagement in, leisure-time physical activity. Structural equation modeling revealed that students reported stronger other-efficacy and RISE beliefs when they felt that their teacher created a highly relatedness-supportive environment. In turn, their relational efficacy beliefs (a) supported their confidence in their own ability, (b) directly and indirectly predicted more autonomous motives for participation in PE, and (c) displayed prospective transcontextual effects in relation to leisure-time variables. By emphasizing the adaptive motivational effects associated with the tripartite constructs, these findings highlight novel pathways linking students’ efficacy perceptions with leisure-time outcomes.
机译：在教学环境中，个人会形成关系效能评估，以补充他们的自我效能感信念。举例来说，在高中体育（PE）中，学生对老师的能力有一定的信心，并估计他们对老师（学生）能力的信心。在现有跨语境研究的基础上，我们研究了动机的途径，通过这些途径，学生在体育课中的关系效能和自我效能感信念可以预测其休闲时间的体育活动。新加坡学生（N = 990； M = 13.95，SD = 1.02）完成了评估效能信念，对老师的支持感和对体育的自主动机的评估工具，两周后，他们报告了他们对休闲的动机和参与度-时间体育锻炼。结构方程模型显示，当学生感到自己的老师创造了高度支持关联的环境时，他们报告了更强的其他效能和RISE信念。反过来，他们的关系效能信念（a）支持了他们对自己能力的信心，（b）直接和间接地预测了参与PE的更多自主动机，并且（c）显示了与休闲时间变量相关的预期跨上下文效应。通过强调与三方结构相关的自适应激励作用，这些发现突出了将学生的效能感与休闲时间联系起来的新颖途径。

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