The Relationships between Perceived Caring Climate and Teachers Feedback on High School Students’ Self-handicapping and Class Satisfaction in Physical Education Class

Objectives The purposes of this study were to investigate the relationships between perceived caring climate and teachers feedback on high school students’ self-handicapping and class satisfaction in physical education class. Methods The subjects of this study consisted of 323 (boys 154, girls 169) high school students. The data was collected by quota sampling method. The used instrument of this study were the Lee(2020) for measuring caring climate scales, the Ryu(2009) for teacher feedback scale, the Hwang & Park(2010) for measuring self-handicapping scale, and the Lee & Kim(2011) for measuring class satisfaction scale. The data were analyzed by descriptive statistics, frequency analysis, factor analysis, correlation analysis, and a structural equation model as a statical method. Results The results of this study was as follows. First, caring climate negatively influenced to self-handicapping but, both praise feedback and negatively non-verbal feedback positively influenced to self-handicapping. Second, caring climate, performance knowledge/feedback/positive no-verbal feedback, praise feedback and negatively non-verbal feedback positively influenced to class satisfaction. Third, self-handicapping negatively influenced to class satisfaction. Forth, there was a mediating effect between caring climate, teachers’ feedback(praise feedback and negatively non-verbal feedback) and class satisfaction as a parameter of the self-handicapping. Conclusions The purposes of this study it was confirmed that both caring climate and teachers’ feedback had a mediating effect on class satisfaction through the self-handicapping.