Investigation of the relationships between middle school students' aptitude towards physical education, self- regulation skills and teacher feedback

The aim of this study is to examine the relationships between middle school students' aptitude for physical education, their perceived self-regulation skills, and teacher feedback. The study, conducted using a correlational survey model based on a quantitative research approach, included a total of 758 students (373 girls and 385 boys) attending five middle schools affiliated with the Ministry of National Education in Gümüşhane province during the 2024–2025 academic year. Data collection involved the use of a Personal Information Form, the Physical Education Aptitude Scale (PEAS), the Perceived Self-Regulation Scale (PSRS), and the Perceived Teacher Feedback Scale (PTFTS). Descriptive statistics, independent samples t-test, one-way analysis of variance (ANOVA), Pearson correlation coefficient, and multiple regression methods were used in the analyses. The research findings showed that students' physical education aptitude, perceived self-regulation, and teacher feedback levels were generally at a moderate to high level. Perceived self-regulation was found to be a significant predictor of physical education aptitude. Regarding teacher feedback, performance information and positive feedback dimensions were found to have positive effects on both physical education aptitude and self-regulation; conversely, negative nonverbal feedback was found to negatively affect physical education aptitude. In addition, students who were actively involved in sports, participating in school sports teams, playing licensed sports in clubs, or having a family history of sports, were found to have significantly higher levels of aptitude for physical education and self-regulation. The results reveal that structured teacher feedback and self-regulation skills play a critical role in supporting student development in physical education and sports settings.