The mediating role of physical education course interest in the relationship between perceived autonomy support, feedback, and school attachment

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dc.contributor.authorSagin, Ahmet Enes
dc.contributor.authorYucekaya, Mehmet Akif
dc.contributor.authorUgras, Sinan
dc.contributor.authorMergan, Baris
dc.contributor.authorTemel, Cenk
dc.contributor.authorDuran, Muhsin
dc.contributor.authorDuarte-Mendes, Pedro
dc.date.accessioned2026-02-03T12:00:03Z
dc.date.available2026-02-03T12:00:03Z
dc.date.issued2025
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractIntroduction Students' sense of school attachment is crucial for their academic success and emotional well-being. Previous studies have shown that autonomy-supportive behaviors and constructive feedback from teachers can positively affect students' motivation and participation, especially in physical education (PE) classes. However, limited research has examined the mediating role of students' interest in PE in the relationship between teacher support and school attachment. This study investigates the mediating role of physical education course interest in the relationship between perceived autonomy support and perceived teacher feedback and students' overall school attachment.Methods A total of 560 middle school students in T & uuml;rkiye participated in this study. The study utilized validated scales to assess perceived autonomy support, teacher feedback, interest in PE, and school attachment. Structural Equation Modeling (SEM) and mediation analyses were conducted using JASP software, with bootstrap methods applied to test indirect effects.Results Findings revealed that both perceived autonomy support and teacher feedback positively and significantly predicted school attachment. Interest in PE was found to mediate the relationship between these variables and school attachment. Specifically, perceived autonomy support and feedback increased students' interest in PE, which in turn enhanced their sense of attachment to school.Conclusion The study highlights the crucial role of autonomy-supportive teaching and constructive feedback in strengthening students' interest in PE and promoting school attachment. Teachers who foster a supportive learning climate can significantly enhance students' educational engagement and emotional connection to school.
dc.description.sponsorshipDicle University Scientific Research Projects (DBAP) Coordinatorship [BESYO.25.007]
dc.description.sponsorshipThe author(s) declare that financial support was received for the research and/or publication of this article. This work has been supported by Dicle University Scientific Research Projects (DUBAP) Coordinatorship. Project number: BESYO.25.007.
dc.identifier.doi10.3389/fpsyg.2025.1675108
dc.identifier.issn1664-1078
dc.identifier.pmid41104409
dc.identifier.scopus2-s2.0-105018968001
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.3389/fpsyg.2025.1675108
dc.identifier.urihttps://hdl.handle.net/20.500.12428/34496
dc.identifier.volume16
dc.identifier.wosWOS:001593494500001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherFrontiers Media Sa
dc.relation.ispartofFrontiers in Psychology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20260130
dc.subjectautonomy support
dc.subjectteacher feedback
dc.subjectphysical education interest
dc.subjectschool attachment
dc.subjectmediation
dc.subjectstudent engagement
dc.titleThe mediating role of physical education course interest in the relationship between perceived autonomy support, feedback, and school attachment
dc.typeArticle

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