{'fraction_non_alphanumeric': 0.01547678482276585, 'fraction_numerical': 0.0024962556165751375, 'mean_word_length': 5.77027027027027, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The Effects on Students' Psychological Needs and Social-Emotional Competence of Relatedness Support from a Teacher and Peers in Physical Education Class

For a smooth daily life, students need to improve their interpersonal skills and social and emotional competences. Research on the relationship between peers as a social relationship factor in a learning environment is considered important, and studying the relationship between teachers as well as peers is required. Accordingly, this study aimed to examine the effects on students’ psychological needs and social-emotional competence of relatedness support from the teacher and peers in a physical education class. This study administered a questionnaire-based survey to 379 middle school students in their 1st grade to3rd grade in South Korea and applied descriptive statistics, correlation analysis, and structural equation modeling to the data. The researcher visited the school of students who had agreed to participate in the study to fully explain the research purpose and proceeded with it by complying with the Statistics Act and research ethics. First, relatedness support from the teacher and peers positively impacted students’ psychological needs. Second, their psychological needs positively influenced their social-emotional capacity in the physical education class. Third, the students’ psychological needs mediated the relationship between relatedness support from teachers and peers and social-emotional competence in physical education class. The study results suggest the need for social-emotional learning programs to help improve the relationship between teachers and peers and enhance the social and emotional competences of students. Physical education teachers should create a relationship-based learning environment where students can improve the understanding and care of themselves and others and communication skills, actively participate in the learning process, and develop practical skills to control their emotions.