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Weight self-stigma and engagement among obese students in a physical education class

BACKGROUND: This is a cross-sectional in design. It involves the mediating effects of basic psychological need satisfaction in relation to the moderating effects of teacher autonomy support regarding weight self-stigma's effect on engagement among obese students in physical education classes. M...

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Autores principales: Zhang, Bao Gen, Qian, Xiao Fang
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9679520/
https://www.ncbi.nlm.nih.gov/pubmed/36425828
http://dx.doi.org/10.3389/fpsyg.2022.1035827
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author Zhang, Bao Gen
Qian, Xiao Fang
author_facet Zhang, Bao Gen
Qian, Xiao Fang
author_sort Zhang, Bao Gen
collection PubMed
description BACKGROUND: This is a cross-sectional in design. It involves the mediating effects of basic psychological need satisfaction in relation to the moderating effects of teacher autonomy support regarding weight self-stigma's effect on engagement among obese students in physical education classes. METHODS: This study includes 165 Chinese high school obese students [mean age, 16.84 (±0.147) years], comprising 93 males (56.63%) and 72 females (43.63%), with a mean body mass index (BMI) of 30.453 (SD = 2.426). Participants completed the weight self-stigma questionnaire, basic psychological need satisfaction questionnaire, teacher autonomy support questionnaire, and student engagement questionnaire. RESULTS: Weight self-stigma and engagement among obese students were mediated by basic psychological need satisfaction. Moreover, the mediated effect of basic psychological need satisfaction was moderated by teacher autonomy support. CONCLUSION: Weight self-stigma and basic psychological need satisfaction are the antecedents influencing the engagement of obese students. Notably, weight self-stigma not only directly blocks the engagement of obese students but also their engagement by hindering the acquisition of basic psychological need satisfaction. Teacher autonomy support can significantly reduce the negative impact of weight self-stigma on basic psychological need satisfaction and significantly promote engagement. Therefore, by promoting their physical education engagement, physical education teachers should strengthen the application of their supportive autonomous teaching strategies to help obese students meet their basic psychological needs.
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spelling pubmed-96795202022-11-23 Weight self-stigma and engagement among obese students in a physical education class Zhang, Bao Gen Qian, Xiao Fang Front Psychol Psychology BACKGROUND: This is a cross-sectional in design. It involves the mediating effects of basic psychological need satisfaction in relation to the moderating effects of teacher autonomy support regarding weight self-stigma's effect on engagement among obese students in physical education classes. METHODS: This study includes 165 Chinese high school obese students [mean age, 16.84 (±0.147) years], comprising 93 males (56.63%) and 72 females (43.63%), with a mean body mass index (BMI) of 30.453 (SD = 2.426). Participants completed the weight self-stigma questionnaire, basic psychological need satisfaction questionnaire, teacher autonomy support questionnaire, and student engagement questionnaire. RESULTS: Weight self-stigma and engagement among obese students were mediated by basic psychological need satisfaction. Moreover, the mediated effect of basic psychological need satisfaction was moderated by teacher autonomy support. CONCLUSION: Weight self-stigma and basic psychological need satisfaction are the antecedents influencing the engagement of obese students. Notably, weight self-stigma not only directly blocks the engagement of obese students but also their engagement by hindering the acquisition of basic psychological need satisfaction. Teacher autonomy support can significantly reduce the negative impact of weight self-stigma on basic psychological need satisfaction and significantly promote engagement. Therefore, by promoting their physical education engagement, physical education teachers should strengthen the application of their supportive autonomous teaching strategies to help obese students meet their basic psychological needs. Frontiers Media S.A. 2022-11-08 /pmc/articles/PMC9679520/ /pubmed/36425828 http://dx.doi.org/10.3389/fpsyg.2022.1035827 Text en Copyright © 2022 Zhang and Qian. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Zhang, Bao Gen
Qian, Xiao Fang
Weight self-stigma and engagement among obese students in a physical education class
title Weight self-stigma and engagement among obese students in a physical education class
title_full Weight self-stigma and engagement among obese students in a physical education class
title_fullStr Weight self-stigma and engagement among obese students in a physical education class
title_full_unstemmed Weight self-stigma and engagement among obese students in a physical education class
title_short Weight self-stigma and engagement among obese students in a physical education class
title_sort weight self-stigma and engagement among obese students in a physical education class
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9679520/
https://www.ncbi.nlm.nih.gov/pubmed/36425828
http://dx.doi.org/10.3389/fpsyg.2022.1035827
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