The motivational relevance of peer and teacher relationship profiles in physical education

Abstract

Objectives: The purpose of this study was to identify combinations or profiles of peer (i.e., friendship quality, peer acceptance) and teacher (i.e., perceived support) relationship variables in physical education and then test for motivation-related differences among the emergent profiles. Design: Cross-sectional survey. Method: An online survey assessing study variables was completed by 7th and 8th grade physical education students (n=244). Results: Three meaningful profiles emerged: a Mixed profile (n=67) with relatively high peer acceptance, a trend toward relatively high friendship quality and relatively low teacher support, a Weak profile (n=74) with relatively low peer relationships and teacher support, and a Positive profile (n=103) with relatively high teacher support and a trend toward high peer relationships. Two MANOVAs showed significant main effects (p