Causality among Teacher-Student Relationship, Emotion Regulation, and Class Flow in Physical Education Class
AUTHORS
Joonggeun Oh,Teacher, Irinam Middle School, Jeollabuk-do, Korea
ABSTRACT
An amicable teacher-student relationship is related to academic achievement, emotional regulation, class flow, and class participation, as found in studies. This study aimed to analyze the causal relationship between perceived teacher and student relationships, emotional regulation, and class flow in a physical education class. It involved 374 middle school students using reliable measurement tools. The correlation between the variables was analyzed using Pearson’s correlation analysis and the mediating effects of emotion regulation were analyzed using the bootstrap method. The goodness-of-fit of a structural equation model was also verified. The following conclusions were drawn based on correlation and confirmatory factor analyses among variables. First, there is a significant positive correlation between the teacher-student relationship, and emotion regulation. Second, there is a significant positive correlation between the teacher-student relationship, and class flow. Third, emotion regulation has a direct effect on the teacher-student relationship and class flow and serves as a partial mediator with significance in indirect effects. Teachers must form an emotional bond with students to develop emotion regulation skills and be better engaged in class, creating a safe learning environment for them to experience positive emotions in a physical education class.
KEYWORDS
Teacher-student, Relationship, Emotion regulation, Class flow
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