Background/Purpose: Social cognitive theory describes student learning in terms of the interrelationship between behavior, personal factors, and environmental factors (Bandura, 2001). This theory provides an appropriate framework for understanding student learning in physical education (PE). Little research, however, has investigated PE teachers' influences on students' self-efficacy and subsequent behaviors such as persistence/effort and intention for future participation in PE. The major aim of the present study, therefore, was to investigate how teachers' support affects students' self-efficacy, persistence/effort, and intention for future participation in PE.
Method: Participants were 211 students (109 boys, 102 girls; M age= 12.4 years) enrolled in a suburban public school. They completed previously validated surveys assessing their perceived teachers' support for autonomy, competence, and relatedness, self-efficacy, persistence/effort, and intention for future participation in PE.
Analysis/Results: Correlation analyses revealed there were positive relationships among the variables. Two hierarchical regression analyses, entering self-efficacy first, and PE teachers' support constructs in the second block, revealed that self-efficacy (β = .20, .29, all p< .01) and competence support (β = .26, .25; all p< .05) were positive predictors of persistence/effort (R2 = 16.2 %) and intention for future participation in PE (R2 = 15.7 %), respectively. Further, regression analysis indicated that competence support was a positive predictor of self-efficacy (R2 = 12.6 %; β = .36, p< .01).
Conclusions: The results revealed that teachers' competence support may enhance students' self-efficacy and achievement behaviors in PE. Creating a supportive class climate and enhancing students' self-efficacy should foster students' engagement in PE classes.