The Relationship Between Basic Psychological Needs And Learning Engagement In Public PE Classes Of Wuhan University Students

Physical education in higher education plays a pivotal role in the cultivation of high-quality and highly qualified talents for China,and university students,as the main body of learning,are the main bearers of the results of physical education in higher education.Meeting the basic psychological needs of students is conducive to keeping students in a positive state of learning for a long time and enabling them to be better engaged in learning.Based on self-determination theory and theories related to learning engagement,this study measures the current situation of basic psychological needs,self-determined motivation and learning engagement of university students in public physical education classes in Wuhan,explores the relationship between basic psychological needs and learning engagement of university students in public physical education classes,and examines the mediating effect of self-determined motivation between the two.The study also examines the mediating effect of self-determined motivation between the two,in order to provide ideas for understanding the actual needs of college students in public physical education classes,promoting the internalization of college students’ motivation,and improving the level of college students’ learning engagement in public physical education classes,and to provide some substantive suggestions for designing public physical education courses that are more appropriate to the actual situation of college students and improving the teaching quality of public physical education classes.This study mainly adopts the literature method,questionnaire method and mathematical and statistical method,and 506 college students from six general colleges and universities in Wuhan City are the subjects of the survey.In this study,EXCEL2019,SPSS22.0 statistical software,Amos statistical software and PROCESS plug-in were used to organize and calculate the obtained data,and related analysis was carried out.Through the study of this paper,the following conclusions are drawn:(1)The independent sample t-test shows that the basic psychological needs,self-determined motivation,and learning commitment of public physical education classes among college students in Wuhan city differ significantly on different genders and grades,and not significantly on different majors.(2)Pearson’s correlation analysis showed that basic psychological needs,self-determined motivation and learning commitment of college students in public physical education classes were significantly correlated.Basic psychological needs promote self-determined motivation,basic psychological needs promote learning commitment,and self-determined motivation promotes learning commitment.This conclusion provides the necessary premise and basis for the regression analysis.(3)The linear regression analysis showed that basic psychological needs of college students’ public physical education classes could positively predict self-determined motivation,basic psychological needs could positively predict learning engagement,and self-determined motivation could positively predict learning engagement.This finding verified the validity of hypotheses 1 to 3,indicating that both basic psychological needs and self-determined motivation can positively influence learning engagement.(4)The Bootstrap mediating effect test shows that self-determined motivation plays a partially mediating role in college students’ public physical education classes,and the paths that influence learning engagement are divided into the following two paths: path 1: basic psychological needs satisfaction → learning engagement;path 2: basic psychological needs satisfaction → self-determined motivation → learning engagement.This conclusion also verifies that hypothesis 4 holds,and opens a new path for better improving the level of learning engagement in public physical education classes among college students.Based on the above findings,this paper proposes three suggestions for improving college students’ learning engagement in public physical education classes from the perspective of basic psychological needs satisfaction,including actively creating an autonomous and supportive classroom atmosphere,actively establishing equal and harmonious interpersonal relationships,and actively helping students to establish self-determination motivation,which in turn promotes the generation and maintenance of learning engagement behaviors.