The bidirectional dynamic relationship of teacher and peer support
A longitudinal analysis of student engagement in middle school physical education
Bibliographic Data
| ID | 15697352 |
|---|---|
| Authors | Ting Zhang (0000-0002-6840-1367, Jiangxi Normal University), Hongwei Han (0000-0002-1757-1833, Shanghai University of Sport, corresponding author) |
| Year | 2026 |
| Volume | 14 |
| Issue | 1 |
| Publication date | 2026-01-31 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | BMC Psychology (JOURNAL) |
| Journal identifiers | ISSN: 2050-7283 • E-ISSN: 2050-7283 |
| Publisher | BioMed Central (PUBLISHER • GB) |
| DOI | 10.1186/s40359-026-03960-5 |
| PMID | 41620790 |
| OpenAlex | W7126387996 |
| Language | EN |
| References cited | 36 |
These findings reveal a spillover effect wherein student engagement fosters subsequent social support, and peer support reinforces both emotional engagement and teacher support. The study underscores the importance of pedagogical strategies that promote active learning and peer interaction, such as cooperative activities and student-centered tasks, to create mutually reinforcing cycles of engagement and support
Longitudinal study · Peer group · Peer influence · Peer review · Physical education · Social engagement · Spillover effect · Student engagement · Early Childhood Education and Development · Motivation and Self-Concept in Sports · Physical Education and Pedagogy
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Teacher Support, Peer Acceptance, and Engagement in the Classroom
A reputation for success (or failure)
The Classroom Social Environment and Changes in Adolescents’ Motivation and Engagement During Middle School
| Citation velocity | historical |
|---|---|
| Highly cited | No |