The present study investigate the effects of teachers interpersonal communication on the students learning goals and self-presentation motives in physical education setting. For this purpose, in 2021, middle school students participants (N=447) from physical education class in Busan.
For data analysis, descriptive statistics, correlation analysis, reliability analysis, and regression analysis were performed through the Windows SPSS Ver. 23.0 statistical program, and confirmatory factor analysis was performed to verify the validity of the scale through the AMOS 18 statistical program.
The results show that the teachers autonomy support in the interpersonal communication had the statistically significant correlations with all variables such as peer intimacy, teacher intimacy, social recognition, body image, health care, and technological development, which are sub-factors of learning goals, whereas the control method showed statistically significant correlations. Among the sub-factors of the learning goals, except for the body image, there was a negative correlation with intimacy, social recognition, health care, and technological development.
Second, teacher control in the interpersonal communication had the had a negative effect on relationship protection motivation and achievement protection motivation among the sub-factors of self-presentation, and the control method was found to affect all four variables. Finally, among the sub-factors, only two of the external goals, physical image and social recognition, had a positive effect on the four sub-factors of self-presentation.
In conclusion, the teacher''s interpersonal communication method is a major factor influencing the learning goals and self-presentation of the students participating in the class. It was found that it plays an important role in improving the quality.