This study aims to examine the social influences of teachers', classmates' and parents' (i.e., positive reinforcement and punishment) on children's commitment to physical education (PE) and language education (LE). Children from the UK (N = 614; Mean age = 13.05, SD = 2.01) completed the Perceived Social Influence Scale (Chan, et al. 2012), and also measures of competence, enjoyment, and effort in either the PE or LE context. Multi-group structural equation modelling (CFI = 0.97-0.98; TLI = 0.96-0.97; RMSEA = 0.03-0.04) showed that social influences from teachers, classmates, and parents explained 33% to 58% variance of the commitment outcomes. Significant differences were observed in the strength of predictions between PE and LE. In conclusion, teachers are the key social agents for children's commitment towards PE and LE. Classmates are more important to children in LE than in PE. The role of fathers' and mothers' social influences on students' commitments to PE and LE appeared to be mixed. Copyright © 2019 Chan DKC, et al.
|Journal||International Archives of Public Health and Community Medicine|
|Publication status||Published - 30 Sep 2019|
CitationChan, D. K. C., Lo, K. C. H., & Cheung, F. (2019). Social influences of teachers, classmates, and parents on children's commitment to physical education and language education. International Archives of Public Health and Community Medicine, 3(2). Retrieved from https://doi.org/10.23937/2643-4512/1710028
- Positive reinforcement
- Physical activity
- Academic achievement