Predicting social skills in disadvantaged Chinese high school students through physical education
Metadatos
Mostrar el registro completo del ítemEditorial
Frontiers Media
Materia
Rural China Sport Physical education Young people
Fecha
2023-04-26Referencia bibliográfica
Primo L, González-Hernández J, Yang Y and de López de Subijana C (2023) Predicting social skills in disadvantaged Chinese high school students through physical education. Front. Psychol. 14:1149223. [doi: 10.3389/fpsyg.2023.1149223]
Patrocinador
“SEED fund” Universidad Politécnica de Madrid (VSEMILLA22GLS)Resumen
Introduction: This study analyzed the relationships between social skills and
motivation to Physical Education, students´ perceived support regarding Physical
Education lessons (from parents, teachers and peers) and basic needs satisfaction
in a sample of disadvantaged high school Chinese students according to Self-
Determination Theory-related main principles. Physical Education classes are
a great opportunity to develop not only psychomotor and physiologically, but
also psychosocially in young people, and that is why this study investigates
the relationship between the social skills of the students and these other main
variables of the Self-Determination Theory.
Methods: Two hundred and nine disadvantaged students enrolled in a camp
organized by a non-governmental organization in Chengdu province (15.9 ±
0.83 years; 73.9% female and 26.1% male) completed the Chinese versions of
the following Self-Determination Theory-related questionnaires (independent
variables): Learning Climate Questionnaire, Activity- Feeling States Scale,
Perceived Locus of Causality scale; and social skills questionnaire (dependent
variable): Matson Evaluation of Social Skills with Youngsters Scale.
Results: The standard multiple regression model to predict social skills based
on perceived support, basic needs satisfaction and motivation towards Physical
Education was significant (F(11, 195)= 13.85; p < .001; R2=.44; Cohen’s f2= 0.78).
The social skills of the students were positively related to peer support and
relatedness subscales. In contrast, introjected regulation, external regulation, and
amotivation were adversely correlated with social skills.
Discussion: We believe that this information would help policymakers and
teachers design new policies, actions, and teaching methodologies to implement
for the development of Physical Education and sport programs in China, those
that will help young people throughout their life span.