ArticleFrontiers in public health2026
Psychosocial mechanisms of sustained learning engagement in university Tai Chi courses: a qualitative study of teacher-peer dual-support synergy and learning pathways.
Article in Frontiers in public health, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Background: In university physical education courses, Tai Chi, as a course requiring a high level of bodily coordination and sustained practice, poses challenges in maintaining students' learning engagement. Although teacher support and peer support are widely regarded as important psychosocial resources for promoting learning engagement, their mechanisms of action and interactive processes in skill-based embodied learning contexts remain insufficiently explained. In particular, how social support facilitates sustained learning engagement through psychological mechanisms has not yet been fully clarified. Methods: This study employed a descriptive and inductive qualitative research design, conducting semi-structured interviews with teachers ( Results: The study identified three integrated psychosocial pathways: (1) teaching empowerment: teachers provided structured support through layered demonstration, protective feedback, and the construction of cultural meaning, thereby facilitating students' mastery experiences and strengthening self-efficacy; (2) motivational internalization: peers, through emotional companionship, behavioral modeling, and collaborative responsibility, gradually transformed external participation into internal value endorsement; (3) dual-support synergy: teacher support and peer support interacted and reinforced each other throughout the learning process, jointly sustaining learning engagement. In addition, negative cases further revealed boundary conditions under which the support system failed. Conclusion: The "dual-support-dual-pathway model" proposed in this study indicates that sustained learning engagement in embodied learning contexts is the result of the combined effects of self-efficacy accumulation generated through teaching empowerment and motivational internalization facilitated by peer interaction. These two pathways can operate relatively independently, while also forming synergistic reinforcement within a psychosocial system. This study extends the understanding of the mechanisms underlying the formation of learning engagement and provides an integrated psychosocial explanatory framework for learning engagement in embodied learning contexts.
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