| Purpose of research:Based on the self-determination theory,the research purpose of this thesis is to study the impact of the multidimensional autonomous support for sports on the sports learning of middle school students as well as the mediating effect of the satisfaction of sports psychological needs on the relationship between sports multi-dimensional autonomous support and the sports learning of middle school students,and the relations among these three factors are to be analyzed,which will be of practical significance to better guide the future research and practice on PE class teaching in middle school and promote the development of school physical education in the new era,as well as enrich and develop the theory of self-determination.Research methods:In this thesis,data analysis method and questionnaire survey were used to revise the“MD-PASS-PE”scale compiled by Henri Tilga and other people and test its reliability and validity,then,the revised“Multidimensional Autonomy Support Scale for Sports”,the“Scale of Satisfaction of Sports Psychological Needs”,and the“Scale of Physical Learning Engagement”were used as research tools to analyze the relations among multidimensional autonomous support for sports,the satisfaction of sports psychological needs and the physical learning engagement for middle school students in the context of sports learning,in addition,whether the satisfaction of sports psychological needs has mediating effect on sports multi-dimensional autonomous support and sports learning involvement should be discussed.EXCEL2010,SPSS24,and AMOS23.0 were employed to perform statistical analysis on data.Results:(1)it was found that the test result of F was P<0.05 after conducting a project analysis on the multidimensional autonomy support scale for sports;It was showed that the KMO value was 0.925>0.7 after conducting exploratory factor analysis;Therefore,through factor analysis it was found that the common interpretation rate of this scale was 71.061 percent and the common degree was greater than 0.5,there is little change in the front and back eigenvalues,at last,through employing the fitting index of confirmatory factor analysis model:X~2/df was 2.955<3,GFI was 0.906,AGFI was 0.870,NFI was 0.920,CFI was 0.946,and TLI was 0.934,these were all greater than 0.8.In the reliability analysis,the Cronbach coefficient values for both all dimensions and three dimensions in this scale were greater than 0.7.(2)in the aspect of the multidimensional autonomous support,the gender differences in process autonomy support and organization autonomy support were respectively the value of T was 2.36,P<0.05 and the value of T was 1.994,P<0.05,the differences in grades in cognitive autonomy support and process autonomy support were respectively the value of F was 2.351,P<0.05 and the value of F was 3.905,P<0.05,the differences in place of residence for cognitive autonomy support were the value of F was3.39,P<0.05;In terms of the satisfaction of PE class psychological needs,gender differences in autonomous needs were the value of T was 2.121,P<0.05;In terms of the physical learning engagement,gender differences in the dimension of dedication were the value of T was 2.0365,P<0.05,and no differences could be found among these three factors in other dimensions.(3)the Fitting index of structural equation model for the relations among the multi-dimensional autonomous support,basic psychological needs,and the learning engagement for PE class were:X~2/df was 2.473<3,GFI was 0.953,AGFI was 0.939,NFI was 0.960,CFI was 0.976 and RMSEA was 0.041.From the cognitive autonomous support to the satisfaction of sports psychological needs,the value of T was 3.427,P<0.01;From the process autonomy support to the satisfaction of sports psychological needs,the value of T was 7.251,P<0.01;From the cognitive autonomous support to the learning and engagement for PE class,the value of T was 2.509,P<0.01;From the satisfaction of sports psychological needs to the learning engagement for PE class,the value of T was 11.339,P<0.01.(4)took the satisfaction of sports psychological needs an intermediary,among the effects of cognitive autonomous support on learning engagement,the effect value of sports psychological need satisfaction was 0.129,and the confidence interval was 0.056 to0.204,P<0.05;Among the effects of process autonomous support on learning engagement,the effect value of sports psychological needs satisfaction was 0.155,and the confidence interval was 0.077 to 0.241,P<0.05;Among the effects of organizational autonomy support on learning engagement,the effect value of sports psychological needs satisfaction was 0.297,and the confidence interval was 0.212 to 0.392,P<0.05.Conclusion:(1)the multidimensional autonomous support scale for sports was a multidimensional structure.(2)differences could be found in the dimensions of process and organizational autonomous support in the aspect of different genders;differences could be found in the dimensions of cognition and process autonomous support in the aspect of different grades;differences could be found in the dimension of cognitive autonomous support in the aspect of different places of residence,differences could be found in the dimension of autonomous support in the aspect of different genders,and differences could be found in the dimension of dedication in the aspect of different genders.(3)the relations among the multidimensional autonomous support for sports,the satisfaction of sports psychological needs and the learning engagement for sprots were as following:Sports multi-dimensional autonomous support positively affected sports learning engagement,sports multi-dimensional autonomous support positively affected sports psychological demand satisfaction,and sports psychological demand satisfaction positively affected sports learning engagement.(4)the basic psychological needs of sports had mediating effects on the multi-dimensional autonomous support for sports and the sports learning engagement of middle school students. |
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