Published
2025-02-28
Section
Research Articles
License
Copyright (c) 2025 Dan Que

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The journal adopts the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0), which means that anyone can reuse and redistribute the materials for non-commercial purposes as long as you follow the license terms and the original source is properly cited.
Author(s) shall retain the copyright of their work and grant the Journal/Publisher rights for the first publication with the work concurrently licensed since 2023 Vol.8 No.2.
Under this license, author(s) will allow third parties to download, reuse, reprint, modify, distribute and/or copy the content under the condition that the authors are given credit. No permission is required from the authors or the publisher.
This broad license intends to facilitate free access, as well as the unrestricted use of original works of all types. This ensures that the published work is freely and openly available in perpetuity.
By providing open access, the following benefits are brought about:
- Higher Visibility, Availability and Citations-free and unlimited accessibility of the publication over the internet without any restrictions increases citation of the article.
- Ease of search-publications are easily searchable in search engines and indexing databases.
- Rapid Publication – accepted papers are immediately published online.
- Available for free download immediately after publication at https://esp.as-pub.com/index.php/ESP
Copyright Statement
1.The authors certify that the submitted manuscripts are original works, do not infringe the rights of others, are free from academic misconduct and confidentiality issues, and that there are no disputes over the authorship scheme of the collaborative articles. In case of infringement, academic misconduct and confidentiality issues, as well as disputes over the authorship scheme, all responsibilities will be borne by the authors.
2. The author agrees to grant the Editorial Office of Environment and Social Psychology a licence to use the reproduction right, distribution right, information network dissemination right, performance right, translation right, and compilation right of the submitted manuscript, including the work as a whole, as well as the diagrams, tables, abstracts, and any other parts that can be extracted from the work and used in accordance with the characteristics of the journal. The Editorial Board of Environment and Social Psychology has the right to use and sub-licence the above mentioned works for wide dissemination in print, electronic and online versions, and, in accordance with the characteristics of the periodical, for the period of legal protection of the property right of the copyright in the work, and for the territorial scope of the work throughout the world.
3. The authors are entitled to the copyright of their works under the relevant laws of Singapore, provided that they do not exercise their rights in a manner prejudicial to the interests of the Journal.
About Licence
Environment and Social Psychology is an open access journal and all published work is available under the Creative Commons Licence, Authors shall retain copyright of their work and grant the journal/publisher the right of first publication, and their work shall be licensed under the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0).
Under this licence, the author grants permission to third parties to download, reuse, reprint, modify, distribute and/or copy the content with attribution to the author. No permission from the author or publisher is required.
This broad licence is intended to facilitate free access to and unrestricted use of original works of all kinds. This ensures that published works remain free and accessible in perpetuity. Submitted manuscripts, once accepted, are immediately available to the public and permanently accessible free of charge on the journal’s official website (https://esp.as-pub.com/index.php/ESP). Allowing users to read, download, copy, print, search for or link to the full text of the article, or use it for other legal purposes. However, the use of the work must retain the author's signature, be limited to non-commercial purposes, and not be interpretative.
Click to download <Agreement on the Licence for the Use of Copyright on Environmental and Social Psychology>.
How to Cite
Impact of football coach teaching style on youth learning engagement: The mediating role of academic self-efficacy
Dan Que
Internationa College, Krirk University, Bangkok,10220, Thailand
DOI: https://doi.org/10.59429/esp.v10i2.3506
Abstract
Objective: To explore the connection and action mechanism between football coach teaching style and students' learning input, and to investigate the mediating role of academic self-efficacy. Methods: This study surveyed 900 students from four different schools using the teaching style questionnaire, study input questionnaire and academic self-efficacy questionnaire. During the data analysis phase, the collected data were systematically processed and analyzed by using the SPSS27.0 software. In order to deeply explore the mediation effect of academic self-efficacy in the teaching style of football coaches and students' learning input, the structural equation model was further constructed using AMOS28.0 software, and the Bootstrap method was used to carefully analyze the path mechanism between variables. Results: There were all significant correlations among teaching style, learning input, and academic self-efficacy. Direct effects analysis showed that teaching style had a significant direct predictive effect on students' learning input (β =0.500, P <0.001). The mediation effect analysis indicated that academic self-efficacy played a partial mediator in the influence of teaching style on students' learning input, with a mediation effect value of 0.212 and 95% confidence interval of [0.144,0.239]. Conclusion: Teaching style not only directly affects students' learning input, but also indirectly through academic self-efficacy.
References
[1]. 1.Tian Liangchen, Yuan Qing, 2019. The relationship between parenting style, tenacity and learning investment —— is based on Gansu Province 3 Empirical study of the next high school [J]. Educational Science Research (6): 33-40.
[2]. 2.Casuso-Holgado M.J.,Cuesta-Vargas A I,Moreno-Morales N,et al.The association between academicengagement and achievement in health sciencesstudents.BMC Medical Education,2013,13(1):33
[3]. 3.Jang H, Reeve J, Ryan R M, et al. Can self-determination theory explain what underlies the productive,satisfying learning experiences of collectivistically oriented Korean students?[J]. Journal ofeducational Psychology, 2009, 101(3): 644.
[4]. 4.Hung Y C. The effect of teaching methods and learning style on learning program design in web-based education systems[J]. Journal of Educational Computing Research, 2012, 47(4): 409-427.
[5]. 5.Lu Kai Rong. The influence of teaching style on the development of academic style [J]. Education Vision, 2018, (23): 24-26.
[6]. 6.He Wen. Research on the teaching style and teaching efficacy of football coaches [24] [J]. Journal of Shanghai Normal University, 2007, (2): 39-43.
[7]. 7.Xia Mu, Zhong Haiqing, Li Xueli. The intermediary role of praise and psychological punishment between teachers' expectations and academic self-efficacy —— Primary school students in the Zhuang ethnic minority communities of Guangxi are taken as an example [J]. Research on Ethnic Education, 2018,29 (6): 119126.
[8]. 8.Chen Yihua, Fu Qianlan. Empirical analysis of the influence of teaching methods on pupils' participation in math classroom [J]. Journal of Mathematics Education, 2017,26 (4): 8086.
[9]. 9.FAST L, LEWIS J, BRYANT M, et al. Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance [J]. Journal of Educational Psychology, 2010 (102): 729–740.
[10]. 10.Bao Xuefeng, Zhang Wei, Yu Chengfu. The relationship between perceived campus atmosphere and online game addiction among junior middle school students: the mediating effect of academic self-efficacy and the mediating effect of parents' academic involvement [J]. Psychological Development and Education, 2016,3:358-368.
[11]. 11.Gan Liangmei, Jia Xuji. Relationship between self-efficacy and learning investment in higher vocational students [J]. Journal of Ningbo University (Education Science Edition), 2015,2:111-115.
[12]. 12.He Wen, Zhang Qing, Li Wenjun. Structure of teachers' effective teaching style and adjective assessment questionnaire preparation [J]. Shanghai Education and Scientific Research, 2011 (05): 59-62.
[13]. 13.Fang came to the altar, the time survey, Zhang Fenghua. Credit validity of Chinese version [J]. Chinese Journal of Clinical Psychology, 2008,16 (06): 618-620.
[14]. 14.Liang Yusong. Study on the correlation of students' academic self-efficacy and mental health [J]. Clinical Rehabilitation in China, 2004,8 (24): 4962-4963.
[15]. 15.Wen Zhonglin, Ye Baojuan. Analysis of mediation effects: method and model development [J]. Advances in Psychological Science, 2014,22 (05): 731-745.
[16]. 16.Tian Yanhui, Shan Hongtao. (2014). The relationship between student teachers' expectation perception, self-expectation and learning investment. Educational Guide (11), 16-19.
[17]. 17.Guo Q, Samsudin S, Yang X, et al. Relationship between Perceived Teacher Support and Student Engagement in Physical Education: A Systematic Review[J]. Sustainability, 2023, 15(7): 6039.
[18]. 18.FAST L, LEWIS J, BRYANT M, et al. Does math self-efficacy mediate the effect of the perceived classroom
[19]. 19.Ye Baojuan, Fu Haohao, Yang Qiang, et al. Effect of teacher care behaviors on adolescent Internet addiction: the chain mediation effect of understanding social support and academic self-efficacy [J]. Chinese Journal of Clinical Psychology, 2017,25 (6): 1 1681 170,1 174.
[20]. 20.Liu Qiao. The correlation study of academic self-efficacy and classroom participation in secondary vocational nursing students [J]. Chinese Journal of Social Medicine, 2020,37 (1): 3437.
[21]. 21.Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
[22]. 22.Krejcova, K., Chylova, H., & Michalek,P.(2019). A role of siblings in perception of academic self-efficacy and social support. Journal on Efficiency and Responsibility in Education and Science, 12(4), 126-134.
[23]. 23.Zhuang Hongjuan, Liu Rude, Liu Ying, Wang Jia, Zhen Rui, Xu Le. (2016). The influence of student social support on adherence to mathematical learning: the mediating role of mathematical self-efficacy. Psychological Development and Education, 32 (3), 317-323.
[24]. 24.Tac-Ho, K., & Eun-Il, H.(2019). The mediating effects of academic resilience on the relationship between academic self -efficacy and school adaptation by adolescents. Korean Journal of Youth Studies, 26(2), 213-233.