중학교 체육수업에서 교사와 동료의 과제중심 동기분위기와 과제성향 간 종단적 관계 = Longitudinal Relationships Between Teacher- and Peer-Initiated Task-Involving Climate and Task Orientation in Middle School Physical Education

다국어 초록 (Multilingual Abstract)

Purpose: This study aimed to longitudinally examine the reciprocal relationships between teacher- and peer-initiated task-involving climate and students’ task orientation in middle school physical education.
Methods: Data were collected from 247 middle school students (132 males and 115 females) participating in physical education classes in Seoul. The data were analyzed using SPSS 21.0 and Mplus 8.11. Confirmatory factor analysis, reliability analysis, and measurement invariance testing were conducted. In addition, group differences were examined, and a cross-lagged panel model (CLPM) was applied to investigate longitudinal relationships among the variables.
Results: The results were as follows. First, teacher-initiated task-involving climate at Time 1 (T1) did not significantly predict students’ task orientation at Time 2 (T2), whereas peer-initiated task-involving climate at T1 positively predicted task orientation at T2. Second, task orientation at T1 positively predicted teacher-initiated task-involving climate at T2, but did not significantly predict peer-initiated task-involving climate at T2.
Conclusion: These findings suggest that task orientation and task-involving climate from teachers and peers interact dynamically over time in the physical education context.