Relationship between Meta-stereotype Threat and Academic Achievement Among Master's Degree Students in Physical Education:Mediating Role of School Belonging and Moderating Role of Group Boundary Permeability
Purpose:To clarify the influencing factors of academic achievement attainment of master's degree students in physical edu-cation and its internal mechanism of action.Methods:questionaire investigation was used to investigate the relationship between me-ta-stereotype threat and academic achievement among 486 master's degree students in physical education,as well as to explore the mediation of the sense of school belonging and the moderating role of group boundary permeability.Results:Meta-stereotype threat significantly and negatively predicted school belonging(β=-0.36),and school belonging significantly and positively predicted aca-demic achievement(β=0.19);and the interaction term between meta-stereotype threat and group boundary permeability were able to negatively predict academic achievement and school belonging(β=-0.10,β=-0.12).Conclusions:school belonging partially mediates the relationship between meta-stereotype threat and academic achievement of master's degree students in physical educa-tion;group boundary permeability moderates the direct path and the first half of the process by which meta-stereotype threat affects academic achievement of master's degree students in physical education through school belonging.
academic achievementmeta-stereotype threatschool belonginggroup boundary permeabilitymaster's degree students in sport
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