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How Autonomy Support Sustains Emotional Engagement in College Physical Education: A Longitudinal Study
Qifei Xia1, Shu Xuan2, Tingxiao Zhang3
1School of Physical Education, Ankang College, Ankang 725000, China.
Behavioral Sciences (Basel, Switzerland)
|June 26, 2025
Summary
Autonomy support from teachers and parents boosts college students' emotional engagement in physical education. This engagement is fostered through enhanced self-acceptance and academic self-efficacy, improving learning.
Area of Science:
- Education
- Psychology
- Sports Science
Background:
- Traditional physical education models often overlook student motivation and emotional engagement.
- The specific mechanisms linking self-support to emotional engagement in physical education require further investigation.
Purpose of the Study:
- To investigate the effects of autonomy support on affective engagement in physical education among college students.
- To analyze the longitudinal mediating roles of self-acceptance and academic self-efficacy in this relationship.
Main Methods:
- A 6-month longitudinal study involving 718 college students from two universities in rural China.
- Longitudinal mediation analyses were employed to examine the proposed relationships.
Main Results:
- Physical education teacher support and parental autonomy support positively influenced students' emotional engagement.
- Self-acceptance and academic self-efficacy acted as chained mediators, enhancing emotional engagement across different support contexts.
Conclusions:
- Autonomy support enhances college students' emotional engagement in physical education by fostering self-acceptance and academic self-efficacy.
- Findings validate and extend self-determination theory, offering insights for improving physical education teaching and learning quality.
Keywords:
autonomy supportemotional engagementlongitudinal studyphysical educationself-determination theoryMore Related Videos
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