Influence Of Teacher-student Relationship On College Students’ Learning Input In Public Physical Education Class

Based on the perspective of self-determination theory,This paper discusses the relationship between college students’ public physical education class learning input,teacher-student relationship and situational interest,grasps the current situation of college students’ learning input,teacher-student relationship and situational interest in public physical education class,and compares the differences of college students with different demographic characteristics in learning input,the differences of teacher-student relationship and situational interest in physical education class.In this study,learning involvement is regarded as dependent variable,teacher-student relationship as independent variable,and situational interest as intermediary variable.830 freshmen and sophomores of Harbin Engineering University participating in public physical education class were investigated with "Learning Involvement Scale","Teacher-student Relationship Questionnaire" and "Sports Situational Interest Scale",and 767 valid questionnaires were collected.Using SPSS23.0 and AMOS22.0 software,the valid data were analyzed by item analysis,independent sample T test,one-way ANOVA,confirmatory factor analysis,reliability analysis,correlation analysis,convergence and discrimination validity test,CMV effect test,regression analysis and intermediary test.The results are as follows:(1)Demographic differences: There are statistical differences between different genders in the dimensions of teacher-student relationship,but there are no statistical differences between male and female students in the dimensions of learning input and situational interest.There is no statistical difference in learning input,teacher-student relationship and situational interest among different grades of college students.There are significant differences in teacher-student relationship,situational interest and learning input among students in different sports groups.Students with different academic pressures have statistical differences in situational interest dimension.Students with different academic achievements have significant differences in teacher-student relationship,situational interest and learning input.There are significant differences in teacher-student relationship,situational interest and learning input between participating in physical exercise and not participating in physical exercise beyond physical education class.(2)Path analysis: Teacher-student relationship has a positive predictive effect on situational interest,which can explain 88% of the variance of situational interest,indicating that the degree of explanation of situational interest by teacher-student relationship is at a high level;Teacher-student relationship has a positive predictive effect on learning input,which can explain 33% variance of learning input,indicating that the explanation degree of teacher-student relationship to learning input is at a medium level;Situational interest has a positive predictive effect on learning input,which can explain 68% of the variance of learning input,indicating that situational interest has a high level of explanation for learning input.(3)Mediation: The indirect path coefficient of teacher-student relationship to learning input is significant,and the confidence level of teacher-student relationship to learning input is 95%.The lower limit of confidence interval obtained by BiarCorrected95% estimation method is 0.376 and the upper limit is 0.556;Percentile 95% estimation method obtained confidence interval lower limit is 0.379 upper limit is 0.563,P < 0.001,also do not contain 0indicates the total effect holds,namely the intermediary effect holds,belongs to the partial intermediary.