earticle

영어

Teacher-created motivational climate proposed by achievement goal theory (AGT) and self-determination theory (SDT) is one of the most important in the education and physical education. The purpose of this study was to investigate the relationships among belonging, commitment to teacher-student relationships and teachers’ empowering and disempowering in the college. For this purpose, a questionnaire was administered to 2,269 students (M=1,153, F=1,116) in university in Zhengzhou, Henan Province, China. In the cross-sectional perspective, college Chinese reported their perceived the belonging, commitment to teacher-student relationships and teachers empowering and disempowering. The collected data were analyzed using SPSS and AMOS statistical programs. The results showed that first, that the empowering motivational climate of teachers positively influenced the commitment to teacher-student relationships. Second, it was noted that the empowering motivational climate positively influenced the sense of belonging. Third, positive the commitment to teacher-student relationship positively influenced the sense of belonging. The results suggests that positive teacher-student relationships play an important role in forming mutual intimacy and enhancing commitment, while positive relationship construction between leaders and learners will create a positive sense of belonging. Ultimately, it is implied that the formation of positive teacher-student relationships is important. In conclusion, teacher-created motivational climate is advantageous because it recognizes the broad spectrum of climate dimensions central to AGT and SDT simultaneously and their implications for students' motivation, relationships and belonging in education setting. More details and future directions were discussed in the discussion section.