Psychosocial mechanisms of sustained learning engagement in university Tai Chi courses: a qualitative study of teacher-peer dual-support synergy and learning pathways.
Frontiers in public health · 2026
Abstract e pubblicazione originale
L’abstract è consultabile nella fonte originale. Non viene ripubblicato qui perché non risulta verificata una licenza compatibile.
Leggi nella fonte originale ↗Parole chiave
HumansPeer GroupStudentsSocial SupportTai JiUniversitiesLearningQualitative ResearchFemaleMaleSelf EfficacyAdultInterviews as TopicYoung AdultMotivationembodied learninglearning engagementmotivational internalizationpsychosocial mechanismsself-efficacysocial support
Come citare questo studio
Lan Li, Qianqian Fan. (2026). Psychosocial mechanisms of sustained learning engagement in university Tai Chi courses: a qualitative study of teacher-peer dual-support synergy and learning pathways.. Frontiers in public health. DOI: 10.3389/fpubh.2026.1876692
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