Mediation Effects of Interaction Styles in the Relationships Between Perceived Motivational Climate and Learning Attitude in Physical Education Class of Middle School Students

Objectives The purposes of this study were to the mediation effects of interaction styles in the relationships between perceived motivational climate and learning attitude in physical education class of middle school students. Methods The subjects of this study consisted of 323(boys 163, girls 163) middle school students. The data was collected by quota sampling method. The used instrument of this study were the Yoo(1997) for measuring motivation climate scale, the Hwang, Ahan, and Seo(2016) for measuring friend relationship and teacher-students relationship scale, and the Son, Kim, & Lee(2006) for measuring learning attitude scale. The data were analyzed by descriptive statistics, factor analysis, correlation analysis, and a structural equation model as a statistical method. Results The results of this study was as follows. First, mastery climate positively influenced to teacher-students relationship and friend relationship, but performance climate positively influenced to friend relationship. Second, both mastery climate and performance climate positively influenced to learning attitude. Third, both teacher-students relationship and friend relationship positively influenced to learning attitude. Forth, there was partially mediates effect between mastery climate and learning attitude as a parameter fo the teacher-students relationship. Conclusions The purposes of this study was confirmed that motivation climate had partially mediates effect on learning attitude through the teacher-students relationship.