Frontiers | Teacher interpersonal behaviors and student engagement in single-gender physical education: the mediating role of achievement emotions and the moderating effect of class gender composition

May 11, 2026 - 12:48

Adolescent physical inactivity remains a prominent global public health challenge, and school physical education (PE) is the core setting to foster adolescent physical activity habits. A new study explores how teacher interpersonal behaviors influence student engagement in single-gender PE classes, focusing on the mediating role of achievement emotions and the moderating effect of class gender composition.

The research, conducted among Chinese middle school students, found that when teachers displayed supportive behaviors such as warmth, autonomy support, and structure, students reported higher levels of engagement. This connection was partly explained by the students' achievement emotions. Positive emotions like enjoyment and pride helped drive engagement, while negative emotions such as boredom and anxiety reduced it.

A key finding was the moderating role of class gender composition. In all-boys classes, the link between teacher support and positive emotions was stronger than in all-girls classes. Conversely, in all-girls classes, the negative impact of controlling teacher behaviors on student emotions was more pronounced. This suggests that teachers need to adapt their interpersonal style based on the gender makeup of the class to maximize student engagement.

The study highlights that simply having a supportive teacher is not enough. The emotional responses of students, shaped by the classroom gender context, are critical pathways through which teacher behavior translates into active participation. For PE teachers, this means focusing not only on instruction but also on fostering a positive emotional climate, especially in single-gender settings where dynamics differ. The findings offer practical guidance for designing more engaging and equitable physical education programs.