The Mediation Effect of School Adjustment in the Relationship between Perceived Teacher Support and Educational Aspirations among Chinese Migrant Children: An Analysis of the CEPS Data

2021 ◽  
Vol 3 (1) ◽  
pp. 1-20
Author(s):  
Jiawei Shen ◽  
Seung-Hwan Ham
Keyword(s):  
Teacher Support ◽  
Educational Aspirations ◽  
School Adjustment ◽  
Migrant Children ◽  
Mediation Effect ◽  
Perceived Teacher Support ◽  
The Relationship

The Roles of Perceived Teacher Support, Motivational Climate, and Psychological Need Satisfaction in Students’ Physical Education Motivation

2008 ◽  
Vol 30 (2) ◽  
pp. 222-239 ◽  
Author(s):  
Anne Cox ◽  
Lavon Williams
Keyword(s):  
Physical Education ◽  
Student Motivation ◽  
Teacher Support ◽  
Structural Equation ◽  
Perceived Competence ◽  
Need Satisfaction ◽  
Equation Modeling ◽  
Negative Role ◽  
Perceived Teacher Support ◽  
The Relationship

Research illustrates the positive roles of perceived competence, autonomy, and mastery climate and the negative role of performance climate in student motivation in physical education. Less research has examined perceptions of relationships within this setting (i.e., perceived teacher support and relatedness) and their role in student motivation. The purpose of this study was to test the mediating roles of perceived competence, autonomy, and relatedness in the relationship between social contextual factors and motivation in physical education students (N = 508). Results from structural equation modeling showed that perceived competence, autonomy, and relatedness partially mediated the relationship between perceived teacher support and self-determined motivation and that mastery climate related directly to self-determined motivation. The results highlight the importance of perceived teacher support, mastery climate, and relatedness to motivation in physical education.

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