Mediation Effects of Grit on the Relationship between Teacher Interpersonal Communication Styles and Problem-Solving Behavior in Physical Education Class

This study analyzed the structural relationship between teacher interpersonal communication styles grit, and problem-solving behavior in physical education classs, and verified the mediating effect of grit in the relationship between interpersonal communication styles and problem-solving behavior, resulting in the following results. First, it was found that the support for autonomy of the teacher's interaction method perceived by students had a positive effect on grit, and the control method had no significant effect on grit. Second, it was found that students' grit in physical education classes had a positive effect on the request for help in problem-solving behavior and had a negative effect on self-handicap. Third, it was found that the support for autonomy of teachers' interactive communication had a significant effect on the request for help, but did not significantly affect the self-handicap. Finally, it was confirmed that grit had a significant mediating effect in the relationship between teacher autonomy support and help request perceived by students.