Measuring Perceptions of Teachers’ Caring Behaviors and Their Relationship to Motivational Responses in Physical Education Among Middle School Students

Abstract

There lacks a valid and reliable measurement on perceptions of teachers’ caring behaviors and little is known about the link between perceptions of teachers’ caring behaviors and students’ motivational responses in physical education (PE). The goals of this study were to develop and validate a context-specific measurement of perceptions of teachers’ caring behaviors and examine how middle school students’ perceptions of teachers’ caring behaviors would relate to their attitudes, effort and enjoyment in PE. One hundred seventy-eight sixth to eighth grade students completed self-reported surveys. An exploratory factor analysis provided evidence supporting the construct of perceptions of teachers’ caring behaviors as unitary with multi-dimensions. MANOVAs and multiple regressions demonstrated that participants who reported high levels of perceptions of teachers’ caring behaviors were more likely to display higher degree of positive attitudes toward PE and experience higher levels of enjoyments and more effort in PE. It is suggested that teachers create a caring climate to foster positive attitudes and increase intrinsic motivation among students in PE.