The Mediating Role of Peer Relationships in the Relationship Between Physical Education Course Satisfaction and Motivation

Abstract

Purpose: This research focuses on examining the mediating role of the cohesion and conflict dimensions of peer relationships in the connection between physical education and sports course satisfaction and students' motivation towards the course. Method: The research was conducted using a quantitative research design. The study group consisted of 628 students attending secondary schools during the 2025–2026 academic year. The Physical Education and Sports Course Satisfaction Scale, the Physical Education Course Peer Relations Scale, and the Physical Education Motivation Scale were used as data collection tools. Pearson correlation analysis and a parallel multiple mediation model were applied in the analysis of the data, and indirect effects were tested using the bootstrapping method. Results: The findings indicate that satisfaction with physical education course positively and significantly predicts motivation. It has been determined that class satisfaction increases peer cohesion and reduces peer conflict. Furthermore, peer cohesion has been found to increase motivation, while peer conflict has been found to decrease it. Mediation analyses revealed that the dimensions of peer relationships, namely cohesion and conflict, partially mediated the relationship between satisfaction and motivation. Conclusion: The findings indicate that students' motivation in physical education course is shaped not only by individual assessments but also by social interaction processes. Supportive peer relationships strengthen motivation, while conflictual relationships can weaken it. Therefore, fostering a positive classroom climate and healthy peer interactions in physical education course is important.

Keywords

• Physical education
• Course satisfaction
• Student motivation
• Peer relationships

Beden Eğitimi Ders Memnuniyeti ile Motivasyon Arasındaki İlişkide Akran İlişkilerinin Aracılık Rolü

Abstract

Amaç: Bu çalışmada, beden eğitimi ve spor dersi memnuniyeti ile öğrencilerin derse yönelik motivasyonları arasındaki ilişkide akran ilişkilerinin uyum ve çatışma boyutlarının aracılık rolünün incelenmesi amaçlanmıştır. Yöntem: Araştırma nicel araştırma deseninde yürütülmüştür. Araştırmanın çalışma grubu, 2025–2026 eğitim öğretim yılında ortaokullarda öğrenim gören 628 öğrenci oluşturmaktadır. Veri toplama aracı olarak Beden Eğitimi ve Spor Dersi Memnuniyet Ölçeği, Beden Eğitimi Dersi Akran İlişkileri Ölçeği ve Beden Eğitimi Motivasyon Ölçeği kullanılmıştır. Verilerin analizinde Pearson korelasyon analizi ve paralel çoklu aracılık modeli uygulanmış, dolaylı etkiler bootstrapping yöntemi ile test edilmiştir. Bulgular: Bulgular, beden eğitimi dersi memnuniyetinin motivasyonu pozitif yönde ve anlamlı biçimde yordadığını göstermiştir. Ders memnuniyetinin akran uyumunu artırdığı, akran çatışmasını ise azalttığı belirlenmiştir. Ayrıca akran uyumunun motivasyonu artırıcı, akran çatışmasının ise azaltıcı yönde etkili olduğu saptanmıştır. Aracılık analizleri sonucunda, akran ilişkilerinin uyum ve çatışma boyutlarının memnuniyet ile motivasyon arasındaki ilişkide kısmi aracılık rolü üstlendiği görülmüştür. Sonuç: Elde edilen bulgular, beden eğitimi derslerinde öğrencilerin motivasyonlarının yalnızca bireysel değerlendirmelerle değil, sosyal etkileşim süreçleriyle de şekillendiğini göstermektedir. Destekleyici akran ilişkileri motivasyonu güçlendirirken, çatışma içeren ilişkiler motivasyonu zayıflatabilmektedir. Bu nedenle beden eğitimi derslerinde olumlu sınıf iklimi ve sağlıklı akran etkileşimlerinin desteklenmesi önem taşımaktadır.

Keywords

• Beden eğitimi
• Ders memnuniyeti
• Öğrenci motivasyonu
• Akran ilişkileri

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