ArticleFrontiers in psychology2026
Longitudinal associations between generative artificial intelligence adoption and university PE teachers' professional competence.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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
2 citing papers in PubMed.
- Generative AI in physical education and health: a narrative review and conceptual framework for interdisciplinary thematic learning.Frontiers in public health · 2026Review
- Exploring university physical education teachers' artificial intelligence use intention profiles: a Q-methodology study.Frontiers in psychology · 2026Article
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
Background: Generative artificial intelligence (GenAI) is increasingly integrated into educational practice, yet longitudinal evidence regarding its role in teachers' professional development remains limited, particularly in physical education contexts characterized by embodied teaching. Methods: This study employed a three-wave longitudinal design over 1 year to examine the dynamic associations between GenAI adoption and professional competence among 558 university physical education teachers in China. Cross-lagged panel modeling was used to test the longitudinal mediating role of self-regulated learning and the moderating effect of teaching experience. Results: The results showed that GenAI adoption exhibited a significant and sustained positive association with teachers' professional competence across time. Self-regulated learning functioned as a longitudinal mediator linking GenAI adoption to professional competence. Moreover, teaching experience negatively moderated this indirect pathway, such that the mediation effect was stronger among early-career teachers than among those with longer teaching experience. Conclusion: By integrating the Technological Pedagogical Content Knowledge (TPACK) framework with self-regulated learning and career stage perspectives, this study extends prior cross-sectional research by elucidating the dynamic mechanisms through which GenAI adoption is associated with teachers' professional competence development. The findings highlight the importance of differentiated and targeted digital empowerment strategies in physical education.
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.