ArticleFrontiers in psychology2025
Navigating pressure and connection: goal orientation, coach-athlete relationships, and burnout among Chinese collegiate athletes-a mixed-methods study.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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4 citing papers in PubMed.
- Cultural differences in motivational pathways linking coach-athlete relationship and self-reported competitive achievement: a cross-cultural study in east and Southeast Asia.Frontiers in psychology · 2026Article
- A pilot self-coach alignment audit in NCAA collegiate rowers: field feasibility, null findings, and design-sensitivity analysis for future self-verification research.Frontiers in sports and active living · 2026Article
- The relationship between coaches leadership behaviour and training attitudes of college high-level athletes: the role of self-management and sport self-efficacy.BMC psychology · 2025Article
- The relationship between athletes' self-esteem and perceived social support: the mediating effect of decentering and the moderating effect of training years.Frontiers in psychology · 2025Article
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2 authors.
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Abstract
Introduction: Competitive sport often imposes significant physical and psychological stress, making athlete burnout a primary concern. This mixed-methods study investigated the interplay of goal orientation, coach-athlete relationship (CAR) quality, and athlete burnout among Chinese collegiate athletes, considering unique cultural and systemic pressures. Methods: A sequential explanatory mixed-methods design was employed. The quantitative phase surveyed 346 athletes (M Results: Quantitative findings indicated that task orientation, CAR closeness, and complementarity were significant negative predictors of all burnout dimensions ( Discussion: The findings underscore that athlete burnout in this context is shaped by motivational orientations and specific relational dynamics within unique cultural and systemic pressures. This suggests that effective interventions should target both individual (e.g., promoting task orientation) and relational factors (e.g., enhancing CAR closeness and complementarity).
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