Effect of teacher autonomy support on student engagement in physical education classrooms in a blended learning environment: the mediating role of performance expectancy and academic self-efficacy.
- DOI
- 10.1186/s40359-025-02685-1
- Published
- 2025 Jul 4
- Container
- BMC psychology
- Publisher
- Not recorded
- Open access
- yes
Credibility signals
limited evidence Score 45/100 under policy 1.0.0. This is a metadata assessment, not a judgment of the paper's conclusions.
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Cite this work
BibTeX
@article{allodium:10.1186/s40359-025-02685-1,
title = {Effect of teacher autonomy support on student engagement in physical education classrooms in a blended learning environment: the mediating role of performance expectancy and academic self-efficacy.},
author = {Li L and Zeng D},
year = {2025},
journal = {BMC psychology},
doi = {10.1186/s40359-025-02685-1},
url = {https://doi.org/10.1186/s40359-025-02685-1}
}RIS
TY - JOUR TI - Effect of teacher autonomy support on student engagement in physical education classrooms in a blended learning environment: the mediating role of performance expectancy and academic self-efficacy. AU - Li L AU - Zeng D PY - 2025 JO - BMC psychology DO - 10.1186/s40359-025-02685-1 UR - https://doi.org/10.1186/s40359-025-02685-1 ER -
APA
L, L., & D, Z. (2025). Effect of teacher autonomy support on student engagement in physical education classrooms in a blended learning environment: the mediating role of performance expectancy and academic self-efficacy.. BMC psychology. https://doi.org/10.1186/s40359-025-02685-1
Source records
- pubmed · retrieved 2026-09-26T11:15:38.833Z