ArticleFrontiers in psychology2022
Weight self-stigma and engagement among obese students in a physical education class.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
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10 citing papers in PubMed, 13 citations in OpenAlex.
- Extracurricular physical activity and academic performance among Chinese adolescents with high body mass index: a longitudinal mediation analysis.Scientific reports · 2026Article
- Enjoyment as a motivational driver of sport continuation: a moderated mediation model of engagement and social support.Frontiers in psychology · 2026Article
- Applicability of the Chinese weight self-stigma questionnaire and its relationships with depression, physical exercise, and quality of life.Scientific reports · 2025Article
- The prevalence and determinants of physical activity in secondary Vietnamese students: a hierarchical analysis.BMC public health · 2025Article
- Relationship between soccer physical activity enjoyment and internet addiction among adolescents: the chain mediating effect of emotional self-efficacy and athlete participation.Frontiers in psychology · 2025Article
- Remote learning and physical activity in medical students from Latin America: a cross-sectional study during the first wave of the COVID-19 pandemic.Frontiers in sports and active living · 2025Article
- Article
- Emotion in Motion: Weight Bias Internalization, Exercise Avoidance, and Fitness-Related Self-Conscious Emotions.Healthcare (Basel, Switzerland) · 2024Article
- Optimizing athletic engagement and performance of obese students: an adaptive approach through basketball in physical education.Frontiers in sports and active living · 2024Article
- Measurement Invariance and Psychometric Evaluation of the Tendency to Avoid Physical Activity and Sport Scale (TAPAS) Among Mainland Chinese University Students.Psychology research and behavior management · 2023Article
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Authors and funding
2 authors.
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Abstract
Background: This is a cross-sectional in design. It involves the mediating effects of basic psychological need satisfaction in relation to the moderating effects of teacher autonomy support regarding weight self-stigma's effect on engagement among obese students in physical education classes. Methods: This study includes 165 Chinese high school obese students [mean age, 16.84 (±0.147) years], comprising 93 males (56.63%) and 72 females (43.63%), with a mean body mass index (BMI) of 30.453 (SD = 2.426). Participants completed the weight self-stigma questionnaire, basic psychological need satisfaction questionnaire, teacher autonomy support questionnaire, and student engagement questionnaire. Results: Weight self-stigma and engagement among obese students were mediated by basic psychological need satisfaction. Moreover, the mediated effect of basic psychological need satisfaction was moderated by teacher autonomy support. Conclusion: Weight self-stigma and basic psychological need satisfaction are the antecedents influencing the engagement of obese students. Notably, weight self-stigma not only directly blocks the engagement of obese students but also their engagement by hindering the acquisition of basic psychological need satisfaction. Teacher autonomy support can significantly reduce the negative impact of weight self-stigma on basic psychological need satisfaction and significantly promote engagement. Therefore, by promoting their physical education engagement, physical education teachers should strengthen the application of their supportive autonomous teaching strategies to help obese students meet their basic psychological needs.
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