ArticleBMC psychology2026
Enhancing psychological well-being through embodied bilingual teaching: the mediating role of basic psychological needs and learning motivation.
Article in BMC psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundBased on Self-Determination Theory (SDT) and Embodied Cognition Theory (ECT), this study explores how teacher support influences the generation mechanism of psychological well-being in 'language + body' dual-channel teaching through basic psychological needs and learning motivation as a chain mediator.
methodThe present study adopted an explanatory sequential mixed-methods design, with a quantitative phase as the primary component and a qualitative phase as the supplementary component. The quantitative phase involved a questionnaire survey with 518 university students, analyzed using Structural Equation Modeling (SEM). The qualitative phase consisted of semi-structured interviews with 16 teachers, with the transcripts analyzed via three-level coding.
result(1) Teacher support has a significant positive impact on basic psychological needs (β = 0.416), learning motivation (β = 0.235), and psychological well-being (β = 0.317); (2) Chain mediation: teacher support indirectly and positively affects psychological well-being through basic psychological needs and learning motivation (β = 0.028), with a total mediation effect of 15.47%; (3) Chain effect of embodied interaction: the physical dimension effectively reduces the cognitive load, while the symbolic dimension reinforces the fulfillment of the needs with cultural translations.
conclusionThis study extends the SDT-based chain mediation framework by specifying embodied interaction as a contextual instructional condition, and provides an empirically grounded dual-channel pathway for interdisciplinary instructional design.
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