The concept of relation-inferred self-efficacy (RISE) originated from the tripartite view of efficacy beliefs proposed by Lent and Lopez (2002). RISE is one person’s perceptions about what another person believes about his or her capabilities. The purpose of this study was to examine the relationships among teachers’ RISE-support, students’ RISE, and students’ responsibility in physical education. Participants were 388 male and 324 female middle school students in Taiwan. The measures were Teacher RISE-support scale, RISE beliefs scale, and students’ responsibility in physical education scale. Structural equation modeling with maximum likelihood estimation was conducted for data analysis. The result of structure model indicated that various fit indices indicated that this model is acceptable, TLI = 0.93; CFI = 0.93; RMSEA = 0.04; SRMR= 0.06. Furthermore, the three RISE-support factors, positive recognition, task assignment and relationship establishment positively predicted RISE; In addition, RISE positively predicted effort, self-direction, following class rules, respect for others, helping others, and cooperation. All the hypotheses of the paths were supported. These findings contribute to a growing body of literature and represent the first study to identify positive recognition; task assignment and relationship establishment are crucial determinants of RISE in physical education. Furthermore, the current study also indicates students’ RISE could positively predict their responsibility behaviors which suggested not only self-efficacy but also RISE have crucial influences on students’ personal and social responsibility development. Practically, physical educators should not only appraise the performance of students (e.g., give the student a thumb up), but also assign students with learning tasks (e.g., assign student to guide his/her peers), while the most importantly is to have multiple interactions with students during the class (e.g., join the students when they are practicing) to strengthen students’ metacognitive perception of the affirmation by teachers.
Keywords: efficacy belief, metacognitive perception, relation-inferred self-efficacy
• Transformative learning and teaching in physical education and sports pedagogy
