ArticleBMC psychology2026
The bidirectional dynamic relationship of teacher and peer support: a longitudinal analysis of student engagement in middle school physical education.
Article in BMC psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Psychosocial mechanisms of sustained learning engagement in university Tai Chi courses: a qualitative study of teacher-peer dual-support synergy and learning pathways.Frontiers in public health · 2026Article
- Teacher interpersonal behaviors and student engagement in single-gender physical education: the mediating role of achievement emotions and the moderating effect of class gender composition.Frontiers in psychology · 2026Article
- Social support and psychological safety in university volleyball: a qualitative study of sustained participation.Frontiers in psychology · 2026Article
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Authors and funding
2 authors.
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Abstract
purposeThis longitudinal study examined the reciprocal relationships among perceived teacher support, peer support, and student engagement in middle school physical education classes.
methodsUsing a two-wave panel design, data were collected from 477 Chinese middle school students at two time points: Wave 1 (Time 1, T1) in November 2022 and Wave 2 (Time 2, T1) in May 2023, with a six-month interval representing a typical academic semester. This temporal spacing allows for observing developmental changes while minimizing seasonal effects on physical activity patterns. Participants completed validated measures of teacher support, peer support, behavioral engagement, and emotional engagement. Data were analyzed via cross-lagged structural equation modeling to test bidirectional pathways while controlling for grade and gender.
results(1) Behavioral engagement at T1 positively predicted teacher support (β = 0.22, p < 0.01) and peer support (β = 0.19, p < 0.01) at T2. (2) Emotional engagement at T1 positively predicted teacher support (β = 0.22, p < 0.01) and peer support (β = 0.21, p < 0.01) at T2. (3) Peer support at T1 positively predicted emotional engagement (β = 0.16, p < 0.01) and teacher support (β = 0.14, p < 0.05 for behavioral model; β = 0.17, p < 0.01 for emotional model) at T2.
conclusionThese findings reveal a spillover effect wherein student engagement fosters subsequent social support, and peer support reinforces both emotional engagement and teacher support. The study underscores the importance of pedagogical strategies that promote active learning and peer interaction, such as cooperative activities and student-centered tasks, to create mutually reinforcing cycles of engagement and support.
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