Beden Eğitiminde Öğretmen Geribildiriminin Rolü: Aracı Değişken Olarak Motivasyonel İklim

Bu araştırmanın amacı, beden eğitimi derslerinde öğretmenin geribildiriminin öğrencilerin algılanan motivasyonel iklim, içsel ve dışsal motivasyon, eğlence ve konsantrasyon düzeyleri üzerine etkisini incelemektir. Kesitsel veri toplamaya toplam 835 ortaokul öğrencisi (XYaş = 12.83 ± 0.67) gönüllü olarak katılmıştır. Denizli ilinden okulların seçiminde uygun örnekleme yöntemi kullanılmıştır. Yapısal eşitlik modeli sonuçları, performans bilgisi geribildiriminin algılanan performans yaklaşımı ikliminin pozitif tahmin edicisi olduğunu ve algılanan ustalık ikliminin eğlence, konsantrasyon ve içsel motivasyonun pozitif tahmin edicisi olduğunu ortaya koymuştur. Bunun yanında, algılanan motivasyonel iklimin, algılanan öğretmen geribildirimi ile motivasyon, eğlence ve konsantrasyon arasındaki ilişkiye aracılık etmediği belirlenmiştir. Sonuçlar, beden eğitimi ortamı için anlamı bakımından tartışılmıştır.

The Role of Teacher’s Feedback in Physical Education: Motivational Climate as Mediator

The aim of this study was to investigate the role of perceived teachers’ feedback on the relationship among students’ perceptions of motivational climate, intrinsic and extrinsic motivations, enjoyment and concentration in physical education lessons. Total of 835 middle school students (MAge = 12.83 ± 0.67) voluntarily participated to the cross-sectional data collection. Convenience sampling was used to select schools from Denizli. Structural Equation Modelling showed that knowledge of performance feedback positively predicted perceived performance approach climate and perceived mastery climate positively predicted enjoyment, concentration and intrinsic motivation. Furthermore, perceived motivational climate was not found to mediate the relationship among perceived teacher feedback, motivation and lesson engagement. The results were discussed in terms of implications for physical education environment.

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