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<p>With the acceleration of the pace of life and the aggravation of learning tasks, primary school students are facing unprecedented physical and mental pressure. As an important part of school education, physical education (PE) not only undertakes the task of improving students’ physical quality, but also plays an irreplaceable role in promoting students’ mental health and cultivating good social adaptability. In this context, PE teacher autonomy support behaviours have a profound impact on the physical and mental health of primary school students. The purpose of this paper is to explore the effects of PE teacher autonomy support on primary school students’ physical and mental health, and to analyse in depth the chain-mediated roles of interest and physical activity level in this process. Multi-Dimensional perceived autonomy support scale for PE, KIDSCREEN-52 scale, PE Learning Interest Level Scale for Elementary School Students and Physical Activity Level Scale were used to investigate 528 elementary school students. The results of Pearson’s analysis indicated that PE teacher autonomy support was significantly and positively correlated with interest, physical activity level and physical and mental health. The results of the mediation effect test found that interest and physical activity level produced a total indirect effect value of 0.467, with a confidence interval of [0.302, 0.548] not including 0. The mediation effect of the model consisted of 3 paths. PE teacher autonomy support→interest→physical activity level→physical and mental health, with an effect value of 0.351, 95% CI [0.286, 0.405]. PE teacher autonomy support→interest→physical activity level→physical and mental health, with an effect value of 0.127, 95% CI [0.139, 0.274]. None of the above three paths contains 0 at the Bootstrap 95% confidence interval, indicating that interest and physical activity level play a role in mediating the chain of mediation between PE teacher autonomy support and physical and mental health. PE teacher autonomy support has a positive impact on primary school students’ physical and mental health, with a chain mediating effect mainly through stimulating their interest in physical activity and enhancing their physical activity levels. This chain of positive effects not only promoted the physical health of primary school pupils, but also had a significant positive impact on their mental health.</p>

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The chain mediating role of interest and physical activity level in the PE teacher autonomy support to primary students’ physical and mental health

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月23日

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  • Feng Zhao,
  • Zesen Yang,
  • Luhan Xing

摘要

With the acceleration of the pace of life and the aggravation of learning tasks, primary school students are facing unprecedented physical and mental pressure. As an important part of school education, physical education (PE) not only undertakes the task of improving students’ physical quality, but also plays an irreplaceable role in promoting students’ mental health and cultivating good social adaptability. In this context, PE teacher autonomy support behaviours have a profound impact on the physical and mental health of primary school students. The purpose of this paper is to explore the effects of PE teacher autonomy support on primary school students’ physical and mental health, and to analyse in depth the chain-mediated roles of interest and physical activity level in this process. Multi-Dimensional perceived autonomy support scale for PE, KIDSCREEN-52 scale, PE Learning Interest Level Scale for Elementary School Students and Physical Activity Level Scale were used to investigate 528 elementary school students. The results of Pearson’s analysis indicated that PE teacher autonomy support was significantly and positively correlated with interest, physical activity level and physical and mental health. The results of the mediation effect test found that interest and physical activity level produced a total indirect effect value of 0.467, with a confidence interval of [0.302, 0.548] not including 0. The mediation effect of the model consisted of 3 paths. PE teacher autonomy support→interest→physical activity level→physical and mental health, with an effect value of 0.351, 95% CI [0.286, 0.405]. PE teacher autonomy support→interest→physical activity level→physical and mental health, with an effect value of 0.127, 95% CI [0.139, 0.274]. None of the above three paths contains 0 at the Bootstrap 95% confidence interval, indicating that interest and physical activity level play a role in mediating the chain of mediation between PE teacher autonomy support and physical and mental health. PE teacher autonomy support has a positive impact on primary school students’ physical and mental health, with a chain mediating effect mainly through stimulating their interest in physical activity and enhancing their physical activity levels. This chain of positive effects not only promoted the physical health of primary school pupils, but also had a significant positive impact on their mental health.