Physical Education Teachers’ Impact on Moral Development of Adolescents: Pathways to Prosocial and Antisocial Behaviors

Introduction: The impact of teaching styles in physical education on prosocial and antisocial behaviors among children and adolescents is still not thoroughly investigated.
Objective: This study seeks to explore how various teaching approaches in physical education affect adolescents’ prosocial and antisocial behaviors, emphasizing moral development as a potential mediating factor.
Methods: This research employed a descriptive-correlational approach utilizing structural equation modeling. A sample of 396 adolescents, consisting of 196 boys and 200 girls, was selected through convenience sampling. The Multidimensional Perceived Autonomy Support Scale for Physical Education, the Moral Development Questionnaire and Prosocial and Antisocial Behavior in Sports Scale were used to measure the research variables, and the data analysis was performed using Smart PLS statistical software version 4, with a significance threshold set at 0.05.
Results: There was a significant structural relationship between the autonomy support style with prosocial behavior (b=0.586) and antisocial behavior (b=-0.487). Also, the controlling style demonstrates a significant relationship with prosocial behavior (b=-0.652) and antisocial behavior (b=0.519). Furthermore, moral development plays a significant mediating role in the relationship between autonomy-supportive style and both prosocial behavior (b=0.361) and antisocial behavior (b=-0.264). Finally, moral development also acts as a significant mediator in the context of a controlling style, affecting prosocial behavior (P=0.000, t=3.107, b=0.308) and antisocial behavior (b=-0.242).
Conclusion: These findings highlight the need for physical education teachers to intentionally model and reinforce moral behaviors, as their daily interactions can significantly shape adolescents’ prosocial or antisocial tendencies.