ArticlePloS one2025
Unpacking how teacher support enhances learning engagement in physical education: A serial mediation model of academic self-efficacy and task orientation among Chinese college students.
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 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundDespite the Chinese government's focus on student physical education, low student participation in physical activities persists, necessitating efforts to improve engagement. PURPOSE: This study explores the relationship between teacher support and university students' engagement in physical education, focusing on the mediating roles of academic self-efficacy and sport task orientation.
methodsA quantitative analysis was conducted to investigate the mediation effects among 2,625 students from various regions and school types.
resultsThe study demonstrated significant correlations between teacher support, academic self-efficacy, sport task orientation, and PELE. Teacher support was found to positively influence physical education learning engagement (PELE) both directly and through academic self-efficacy and sport task orientation. The model fit indices suggested a good fit.
conclusionThe findings highlight the critical roles of teacher support, academic self-efficacy, and sport task orientation in enhancing students' engagement in physical education, offering valuable insights for improving physical education practices.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.