체육교사의 상호소통 방식과 학습자의 친사회적 및 반사회적 행동과의 관계 = Relations Between Teacher Interpersonal Communication Styles and Student Prosocial-and-Antisocial Behaviors in Physical Education Context

다국어 초록 (Multilingual Abstract)

The aim of this study was to examine the relations between physical education (PE) teacher interpersonal communication styles (autonomy-supportive communication style and controlling communication style) and students’ prosocial-and-antisocial behaviors in PE context. In cross-sectional research design, 419 middle-school PE students participated in this study and completed the questionnaires. In correlational and regression analyses, teachers’ autonomy-supportive communication style was positively associated with prosocial behavior and negatively with antisocial behavior, whereas teachers’ controlling communication style was positively associated with antisocial behavior and negatively with prosocial behavior. The results indicated that autonomy-supportive communication style was a stronger predictor of students’ prosocial behaviors than their antisocial behaviors, while controlling communication style was a stronger predictor of students’antisocial behavior than their prosocial behaviors in the PE context. The findings showed that teachers’interpersonal communication styles play important role to promote/facilitate their students’ prosocial behaviors and diminish/prevent their students’antisocial behaviors. In conclusion, we believe that this findings will help practitioners (both researchers and PE teachers) design teacher education programs or teacher-focused interventions in order to develop PE teachers’better motivational strategies or instructional behaviors in terms of increasing students’ prosocial behaviors and of decreasing their antisocial behaviors.

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