■砂砾,持久的努力和持久的兴趣相结合,是实现长期目标的关键。职前体育教师的培训对于儿童发展至关重要,强调需要评估他们的韧性和承诺。然而,关于勇气如何影响体育中的动机和成就目标的研究是有限的。本研究的目的是探讨职前体育教师的勇气维度如何影响他们的动机和成就目标,这可能会塑造他们未来成为体育教师的职业意图。
■共有来自五所韩国大学的279名职前体育(PE)教师(男性占69.5%;PE研究生项目占26.9%)参加了这项研究。他们完成了经过验证的测量砂砾的问卷,动机,成就目标取向,和职业意图。描述性统计,相关分析,和结构方程模型(SEM)用于检验变量关系和检验假设模型。
■相关分析表明,砂砾方面之间存在一系列关系(努力的毅力和兴趣的一致性),激励参数,和职业意向,正相关和负相关从弱到中等(r范围从0.119到0.425,p<0.05-0.01)。SEM证实了模型的拟合优度(χ2/df=1.928,RMSEA=0.058,FI=0.92,TLI=0.91,CFI=0.92)。路径分析显示,努力的毅力和兴趣的一致性都显著影响动机机制(β范围从-0.34到0.57,p<0.05-0.01)。直接和间接,这显著影响了职业意向(β=0.10,p<0.05)。值得注意的是,两个砂砾维度都显著影响掌握方法目标(β范围从0.49到0.56,p<0.01)。掌握方法目标,反过来,对内在动机有重大影响(β=0.27,p<0.01),随后显着影响职业意向(β=0.32,p<0.01)。
■这项研究阐明了砂砾尺寸之间的复杂关系,动机,成就目标,以及未来体育教师的职业意向。SEM验证证实了勇气对目标取向和动机的直接和间接影响,强调将砂砾建设战略与掌握方法目标结合在职守体育计划中以增强弹性的重要性,奉献,和长期的职业承诺。
UNASSIGNED: Grit, a combination of enduring effort and persistent interest, is key to long-term goals. The training of preservice physical education (PE) teachers is vital for child development, emphasizing the need to assess their resilience and commitment. However, research is limited regarding how grit influences motivation and achievement goals in PE. The purpose of this
study was to explore how the grit dimensions of preservice PE teachers impact their motivation and achievement goals, which may subsequently shape their future career intentions of becoming PE teachers.
UNASSIGNED: A total of 279 preservice physical education (PE) teachers (69.5% males; 26.9% PE graduate program) from five South Korean universities participated in the
study. They completed validated questionnaires measuring grit, motivation, achievement goal orientations, and career intentions. Descriptive statistics, correlation analysis, and structural equation modeling (SEM) were used to examine variable relationships and test the hypothesis model.
UNASSIGNED: Correlation analysis indicated a spectrum of relationships between facets of grit (perseverance of effort and consistency of interests), motivational parameters, and career intention, with both positive and negative correlations ranging from weak to moderate (r ranging from 0.119 to 0.425, p < 0.05-0.01). SEM confirmed the model\'s goodness-of-fit (χ2/df = 1.928, RMSEA = 0.058, IFI = 0.92, TLI = 0.91, CFI = 0.92). Path analysis showed that both perseverance of effort and consistency of interests significantly influenced motivational mechanisms (β ranging from -0.34 to 0.57, p < 0.05-0.01), both directly and indirectly, which then notably impacted career intentions (β = 0.10, p < 0.05). Notably, both grit dimensions significantly impacted mastery approach goals (β ranging from 0.49 to 0.56, p < 0.01). Mastery approach goals, in turn, had a substantial impact on intrinsic motivation (β = 0.27, p < 0.01), which subsequently significantly influenced career intentions (β = 0.32, p < 0.01).
UNASSIGNED: The
study illuminated the complex relationships between grit dimensions, motivation, achievement goals, and career intentions of future PE teachers. SEM validation confirmed grit\'s direct and indirect influence on goal orientations and motivation, underscoring the importance of incorporating grit-building strategies alongside mastery approach goals in preservice PE programs to enhance resilience, dedication, and long-term career commitment.