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The purpose of this study is to investigate the structural relationship between perceived teacher support, academic self-efficacy, class engagement, emotions and learning burnout among Chinese middle school students in PE classes under the background of the high school entrance examination. Frequency analysis, descriptive statistics analysis, correlation analysis, reliability analysis, CFA, SFA, structural equation model analysis, mediating and moderating effects analysis were performed using SPSS 26.0, AMOS 23.0, SPSS PROCESS Macro statistical programs. The results are as follows: Firstly, there is a structural relationship between perceived teacher support, academic self-efficacy, class engagement, emotions, and PE learning burnout; Secondly, academic self-efficacy and class engagement have both partial mediating and chain mediating effects in the relationship between perceived teacher support and PE learning burnout. Thirdly, positive and negative emotions have moderating effect. Based on the above results, the structural relationship between perceived teacher support and PE learning burnout under the Background of the high school PE entrance examination was verified, which can serve as a theoretical basis for alleviating PE learning burnout.
Zhang et al. (Tue,) studied this question.