ArticlePloS one2025
The influence of teacher support on student engagement in physical education among college students: The mediating effects of autonomous motivation and self-efficacy.
Article in PloS one, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
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Who cites it
11 citing papers in PubMed.
- The Impact of Perceived Teacher Emotional Support on Student Learning: A Meta-Analysis.Behavioral sciences (Basel, Switzerland) · 2026Review
- Learning journeys and identity transformation of foreign undergraduate nursing students in China: a journey mapping study.BMC medical education · 2026Article
- Motivational and demotivational teaching styles in physical education: the role of basic psychological needs.Frontiers in psychology · 2026Article
- Integrated physical education course experience and exercise adherence tendency among undergraduates in Sichuan Province, China: chain mediation and configurational evidence from SEM and fsQCA.Frontiers in psychology · 2026Article
- Participation, perceived barriers, and course satisfaction in university physical education: a cross-sectional study of non-sport-major undergraduates at a Chinese university.Frontiers in psychology · 2026Article
- How teacher support and practical environment relate to engagement in project-based learning: the mediating roles of self-efficacy and autonomous motivation.Frontiers in psychology · 2026Article
- Autonomy support in physical education and university students' physical activity: indirect and conditional associations through motivation and environmental support.Frontiers in public health · 2026Article
- The effect of perceived supportiveness of instruction on high school students' sport ethics orientation: the mediating role of sport learning motivation.Frontiers in psychology · 2026Article
- Effects of autonomy-supportive ski instruction on skill acquisition, mental toughness, and self-efficacy in novice skiers: a cluster-randomized controlled trial.Frontiers in psychology · 2026Article
- Teacher support and L2 writing engagement in GenAI-integrated classrooms: a serial mediation model of growth mindset and needs satisfaction.Frontiers in psychology · 2026Article
- The relationship between college students' perceived physical education environment and student engagement: a latent profile and structural equation modeling analysis.Frontiers in sports and active living · 2025Article
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Authors and funding
6 authors.
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Abstract
Student engagement is a malleable behavior shaped by instructional environments and widely regarded as a key component of higher education quality. Nevertheless, many college students have inadequate positive experiences with physical education classes, characterized by a lack of engagement. Therefore, framed within the self-determination theory and social cognitive theory, the present empirical research investigates how autonomy, relatedness, and competence support are associated with student engagement during physical education learning, focusing on the mediating variables of autonomous motivation and self-efficacy. Data collection involved a cross-sectional survey administered to undergraduates from four colleges located in Jiangxi Province, China. After excluding invalid questionnaires, 406 eligible responses were included in the data analysis. Structural equation modelling was then constructed through AMOS 26.0 for hypothesis testing. According to the findings, teacher autonomy and relatedness support were significantly related to student engagement, while competence support showed no significant correlation. Additionally, the pathways from autonomy and competence support to student engagement were both mediated by autonomous motivation. However, its mediating role was not supported in the link between relatedness support and student engagement. Furthermore, teacher autonomy, competence, and relatedness support all significantly influence student engagement via self-efficacy. The present study explores the relational mechanisms linking teacher support to student engagement in college physical education. These results contribute to refining teaching strategies to enhance student engagement while providing insights into optimally motivating instruction in higher education physical education teaching.
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