Social influences of teachers, classmates, and parents on children's commitment to physical education and language education

King Chung Derwin CHAN, Karen CH LO, Felix CHEUNG

Research output: Contribution to journalArticles

Abstract

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.
Original languageEnglish
Article number028
JournalInternational Archives of Public Health and Community Medicine
Volume3
Issue number2
DOIs
Publication statusPublished - 30 Sep 2019

Citation

Chan, 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

Keywords

  • Positive reinforcement
  • Punishment
  • Teachers
  • Classmates
  • Parents
  • Physical activity
  • Academic achievement

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