ArticleFrontiers in psychology2025
Beyond stereotypes: gendered pathways in academic self-perception and teacher identity formation in Chinese Physical Education programs.
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 3 papers.
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Who cites it
3 citing papers in PubMed.
- Effects of sports information, training, psychological preparation, and peer support on perceived athletic competence among Chinese university students.Scientific reports · 2026Article
- Article
- Exploring the relationship between Chinese physical education student teachers' teacher identity and their interactions with cooperating teachers.Frontiers in psychology · 2026Article
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Authors and funding
3 authors.
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Abstract
Physical Education (PE) programs continue to face gender disparities in self-perceptions, educational effectiveness, and educator personas. Chinese educational reforms emphasize teacher quality and professional development, which necessitates a deeper understanding of how gender influences teaching identity. This study examines the relationship between academic self-perception and educator personas, emphasizing mediating aspects of educator effectiveness. We conducted a cross-sectional study with 632 undergraduate and graduate students in PE programs in Sichuan China during 2024. Participants completed validated assessments covering academic confidence, performance effort, educator effectiveness, and educator persona. Structural equation modeling was employed to analyze gender-specific pathways and evaluate both direct and indirect effects. The findings showed significant gender differences in teacher identity development. The relationship between academic confidence and educator effectiveness was stronger among men (β = 0.55**,
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