Frontiers in psychology · 2026
The association of high school male teachers' physical education classroom environment with academic buoyancy among female students: a chain mediating role of positive academic emotions and learning engagement.
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Song Xiaojun, Meng Xiangzheng
Аннотация
INTRODUCTION: This study aimed to examine the associations of high school male teachers' physical education classroom environment with female students' academic buoyancy, and to examine the chain mediating role of positive academic emotions and learning engagement.
METHODS: Using the Perceived Physical Education Classroom Environment Scale, the Academic Buoyancy Scale, the Academic Emotions Scale, and the Learning Engagement Scale, a survey was conducted among 630 female high school students from five high schools in Northeast China, yielding 601 valid questionnaires. Data were analyzed using Pearson correlation, multiple regression, and mediation analysis with bootstrapping (PROCESS Model 6).
RESULTS: (1) High school male teachers' physical education classroom environment was significantly positively correlated with female students' academic buoyancy (r = 0.363, p < 0.01), positive academic emotions (r = 0.274, p < 0.01), and learning engagement (r = 0.298, p < 0.01); Positive academic emotions were significantly positively correlated with learning engagement (r = 0.314, p < 0.01) and academic buoyancy (r = 0.341, p < 0.01); Learning engagement was significantly positively correlated with academic buoyancy (r = 0.313, p < 0.01). (2) Physical education classroom environment was positively and significantly associated with female students' academic buoyancy, with a direct association of 0.2525, accounting for 69.60% of the total effect. (3) In the relationship between physical education classroom environment and academic buoyancy, positive academic emotions and learning engagement showed both independent mediating effects and a chain mediating effect, with effect sizes accounting for 16.50, 10.70, and 3.20% of the total effect, respectively.
CONCLUSION: High school male teachers' physical education classroom environment is positively correlated with female students' academic buoyancy, and shows a positive indirect association not only through the independent mediating roles of positive academic emotions and learning engagement but also through their chain mediating role. Given the cross-sectional self-report design, these findings should be interpreted as correlational evidence rather than causal conclusions.
METHODS: Using the Perceived Physical Education Classroom Environment Scale, the Academic Buoyancy Scale, the Academic Emotions Scale, and the Learning Engagement Scale, a survey was conducted among 630 female high school students from five high schools in Northeast China, yielding 601 valid questionnaires. Data were analyzed using Pearson correlation, multiple regression, and mediation analysis with bootstrapping (PROCESS Model 6).
RESULTS: (1) High school male teachers' physical education classroom environment was significantly positively correlated with female students' academic buoyancy (r = 0.363, p < 0.01), positive academic emotions (r = 0.274, p < 0.01), and learning engagement (r = 0.298, p < 0.01); Positive academic emotions were significantly positively correlated with learning engagement (r = 0.314, p < 0.01) and academic buoyancy (r = 0.341, p < 0.01); Learning engagement was significantly positively correlated with academic buoyancy (r = 0.313, p < 0.01). (2) Physical education classroom environment was positively and significantly associated with female students' academic buoyancy, with a direct association of 0.2525, accounting for 69.60% of the total effect. (3) In the relationship between physical education classroom environment and academic buoyancy, positive academic emotions and learning engagement showed both independent mediating effects and a chain mediating effect, with effect sizes accounting for 16.50, 10.70, and 3.20% of the total effect, respectively.
CONCLUSION: High school male teachers' physical education classroom environment is positively correlated with female students' academic buoyancy, and shows a positive indirect association not only through the independent mediating roles of positive academic emotions and learning engagement but also through their chain mediating role. Given the cross-sectional self-report design, these findings should be interpreted as correlational evidence rather than causal conclusions.