Perceptions of Teachers' Emphasis on Self-Transcendent Goals and Students' Social Self-Efficacy and Socially Shared Regulation in Physical Education
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| Title: | Perceptions of Teachers' Emphasis on Self-Transcendent Goals and Students' Social Self-Efficacy and Socially Shared Regulation in Physical Education |
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| Language: | English |
| Authors: | Sevasti Sereli (ORCID |
| Source: | Journal of Teaching in Physical Education. 2025 44(3):551-563. |
| Availability: | Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Teacher Attitudes, Physical Education, Physical Education Teachers, Mastery Learning, Goal Orientation, Construct Validity, Teaching Methods, Self Efficacy, Outcomes of Education, Student Attitudes, Self Actualization, Metacognition, Taxonomy, Peer Relationship, Teacher Student Relationship, High School Students, Secondary School Students, Foreign Countries, Factor Analysis, Rating Scales, Age Differences, Gender Differences |
| Geographic Terms: | Greece |
| DOI: | 10.1123/jtpe.2024-0038 |
| ISSN: | 0273-5024 1543-2769 |
| Abstract: | Students adopt a wide range of achievement goals in physical education (PE): performance or Self-Enhancing, mastery or Self-Improvement, and Self-Transcendence (ST; improve others' competence). Yet, little is known about how perceptions of physical education teachers' emphasis on ST achievement goals relate to students' achievement goal adoption and social outcomes. Results from 516 students (262 boys and 254 girls) supported the construct validity of a measure assessing perceptions of teachers' emphasis on ST, Self-Improvement, and Self-Enhancing goals. Perceptions of teachers' emphasis on ST goals corresponded positively to ST goal adoption, positive affect, socially shared regulation, social efficacy with peers, and inversely to negative affect. ST goal adoption fully mediated the effects of perceived teacher-initiated Self-Improvement and ST climate, on social efficacy and socially shared regulation. Perceptions of teachers' emphasis on ST had also direct effect on socially shared regulation. The results provide a new framework for understanding achievement goals structures triggering harmonic promotion of achievement and adaptive social outcomes in physical education and youth sport settings. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1478435 |
| Database: | ERIC |
| Abstract: | Students adopt a wide range of achievement goals in physical education (PE): performance or Self-Enhancing, mastery or Self-Improvement, and Self-Transcendence (ST; improve others' competence). Yet, little is known about how perceptions of physical education teachers' emphasis on ST achievement goals relate to students' achievement goal adoption and social outcomes. Results from 516 students (262 boys and 254 girls) supported the construct validity of a measure assessing perceptions of teachers' emphasis on ST, Self-Improvement, and Self-Enhancing goals. Perceptions of teachers' emphasis on ST goals corresponded positively to ST goal adoption, positive affect, socially shared regulation, social efficacy with peers, and inversely to negative affect. ST goal adoption fully mediated the effects of perceived teacher-initiated Self-Improvement and ST climate, on social efficacy and socially shared regulation. Perceptions of teachers' emphasis on ST had also direct effect on socially shared regulation. The results provide a new framework for understanding achievement goals structures triggering harmonic promotion of achievement and adaptive social outcomes in physical education and youth sport settings. |
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| ISSN: | 0273-5024 1543-2769 |
| DOI: | 10.1123/jtpe.2024-0038 |
