Data_Sheet_1_Perceptions of the motivational climate, basic psychological needs, and life skills development in Chinese physical education students.pdf

IntroductionLife skills can have a positive impact on young people’s mental health, academic performance, and overall well-being. Physical education (PE) is viewed as a promising setting for developing students’ life skills, but less is known about this in non-English speaking countries such as China. Based on the integration of Self-Determination Theory (SDT) and Achievement Goal Theory (AGT), we aimed to examine the relationships between students’ perceptions of the teacher-initiated motivational climate (mastery- or performance-oriented) and their life skills development in PE, as well as the mediating role of their basic psychological needs (BPNs) (satisfaction or frustration).MethodsWe employed a cross-sectional survey. Chinese students (N = 533, Age range = 13–18 years) completed measures assessing these variables. We fulfilled correlational and mediational analyses.ResultsThese findings showed that mastery climate was positively associated with needs satisfaction (r = 0.66) and eight life skills (r range = 0.44–0.61), whereas negatively associated with needs frustration (r = −0.49). Performance climate was positively related to needs frustration (r = 0.52), but negatively related to needs satisfaction (r = −0.38) and eight life skills (r range = −0.28 – −0.15). Needs satisfaction was positively (r range = 0.44–0.65), while needs frustration was negatively (r range = −0.50 – −0.34) linked with eight life skills. Furthermore, needs satisfaction positively mediated the effect of mastery climate on life skills development, but it is not found that needs frustration mediated the effect of performance climate on life skills besides goal setting, social skills, and time management.ConclusionIn conclusion, our study extended the previous literature on life skills in PE, and highlighted the roles of motivational climate and BPNs on students’ life skills development. In practice, PE teachers should be encouraged to create a mastery climate as well as avoid a performance climate, to foster students’ BPNs satisfaction, which in turn, promote their life skills development.

引言：生活技能对青少年心理健康、学业表现及整体福祉具有积极影响。体育教育（PE）被视为培养学生生活技能的潜在环境，然而，关于此方面的研究在非英语国家，如中国，尚显不足。本研究基于自我决定理论（SDT）与成就目标理论（AGT）的融合，旨在探讨学生对于教师发起的动机氛围（掌握型或表现型）的感知与其在体育教育中的生活技能发展之间的关系，以及其基本心理需求（BPNs）（满足或挫折）的调节作用。方法：我们采用横断面调查法。533名中国学生（年龄范围13-18岁）完成了评估这些变量的测量。我们进行了相关性分析和调节分析。结果：研究发现，掌握型氛围与需求满足（r=0.66）及八种生活技能（r值范围为0.44-0.61）呈正相关，而与需求挫折（r=−0.49）呈负相关。表现型氛围与需求挫折（r=0.52）呈正相关，但与需求满足（r=−0.38）和八种生活技能（r值范围为−0.28 −0.15）呈负相关。需求满足与八种生活技能呈正相关（r值范围为0.44-0.65），而需求挫折与八种生活技能呈负相关（r值范围为−0.50 −0.34）。此外，需求满足在掌握型氛围对生活技能发展的影响中起到正向中介作用，但未发现需求挫折在目标设定、社交技能和时间管理之外对表现型氛围对生活技能发展的影响起到中介作用。结论：总之，我们的研究扩展了先前关于体育教育中生活技能的文献，并突出了动机氛围和基本心理需求在学生生活技能发展中的作用。在实践层面，应鼓励体育教师创建掌握型氛围，同时避免表现型氛围，以促进学生对基本心理需求的满足，进而推动其生活技能的发展。