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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

Crossref DOI link: https://doi.org/10.1186/s40359-025-02685-1

Published Online: 2025-07-04

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Li, Lianqiang

Zeng, Detao
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Text and Data Mining valid from 2025-07-04

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Article History

Received: 24 October 2024

Accepted: 2 April 2025

First Online: 4 July 2025

Declarations

:

: This study was approved by the ethics committee of the Department of Psychology, Southwest University. All procedures performed in studies involving human participants were conducted in accordance with the ethical standards set forth in the Declaration of Helsinki. Data was gathered from sophomore students aged 18–20. We obtained a written informed consent from the participants.

: Not applicable.

: The authors declare no competing interests.

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