http://localhost:8080/xmlui/handle/123456789/15 2026-04-30T19:21:05Z http://localhost:8080/xmlui/handle/123456789/1706 The Relationship Among Perceived Pre - competition Coaching Behavior, Parental Support and Competition Anxiety of Physical Education Students: A Case Study of Higher Education Institutions in Chongqing Yin, Weichen; Liang, Bin The objectives of this research were to examine the effects of perceived pre-competition coaching behaviors on competition anxiety and pre-competition state among physical education students, to explore the mediating roles of perceived competence and guidance transformation ability in the relationships among coaching behaviors, parental support, competition anxiety, and pre-competition state, and to investigate the moderating effect of parental support styles and the synergistic effect of support consistency between coaches and parents on athletes’ psychological responses. This quantitative and qualitative study employed 346 physical education students aged 18–22 from higher education institutions in Chongqing as research participants, used validated scales including the Coaching Behavior Perception Scale, Parental Support Scale, Perceived Competence Scale, Competitive State Anxiety Inventory-2 (CSAI-2), guidance transformation ability scale, and pre-competition state scale as research instruments, collected quantitative data through three-time-point tracking surveys and qualitative data via semi-structured interviews with 28 typical cases, and analyzed data using SPSS 26.0, AMOS 24.0 for statistical tests and structural equation modeling, and NVivo 12 for grounded theory coding. Major Findings: (1) On the direct effects of pre-competition coaching behaviors, it was found that supportive coaching behaviors significantly reduce cognitive anxiety and somatic anxiety and improve pre-competition state, while non-supportive behaviors significantly increase anxiety and impair psychological readiness; (2) on the mediating mechanisms, it was found that perceived competence mediates the links between coaching behaviors, parental support and competition anxiety, and guidance transformation ability mediates the relationship between coaching behaviors and anxiety regulation outcomes; and (3) on the moderating and synergistic effects, it was found that companionate parental support strengthens the positive impacts of supportive coaching, and consistent coach-parent support produces a significant synergistic reinforcement effect on lowering anxiety and optimizing pre-competition state. 2026-01-01T00:00:00Z http://localhost:8080/xmlui/handle/123456789/1705 Application of Digital Physical Education Learning from the Perspective of Innovation Adoption: A Preliminary Assessment of Students' Perceptions at Wuhan College of Arts and Sciences Wang, Chao; Liang, Bin Against the global backdrop of educational digitalization and sports development, private higher education institutions face unique resource constraints that hinder the effective implementation of digital physical education (PE) initiatives. This study integrates three classic theoretical frameworks—the Diffusion of Innovations Theory, Technology Acceptance Model (TAM), and Self-Determination Theory—to construct and empirically test an influence mechanism model of students' digital PE innovation adoption behavior. A stratified random sample of 579 freshmen and sophomores at Wuhan College of Arts and Science was surveyed using a validated questionnaire, supplemented by 10 in-depth semi-structured interviews. Quantitative data were analyzed using descriptive statistics, reliability and validity tests, Pearson correlation analysis, and multiple linear regression, while qualitative data were coded using NVivo 12.0. Results reveal a significant "cognition-behavior disconnection" phenomenon: students hold moderately positive perceptions of digital PE (M=3.58) but exhibit relatively low actual adoption behavior (M=3.49). Individual and social characteristic factors (β=0.929) emerge as the strongest predictor of adoption behavior, followed by perceived factors (β=0.923) and environmental-institutional factors (β=0.870). Innovation adoption behavior plays a critical partial mediating role between all three antecedent factors and teaching effectiveness, explaining 93.9% of the variance in teaching outcomes. This study proposes a low-cost, high-adaptability optimization framework tailored to resource-constrained private colleges, providing actionable insights for PE digital transformation globally. 2026-01-01T00:00:00Z http://localhost:8080/xmlui/handle/123456789/1704 Confidence Assessment in Implementing Personalized Learning Strategies among Primary School Teachers in Hangzhou, Zhejiang Province Wan, Yuxin; Senarith, Prapatpong The objectives of this study were to: 1) Assess the overall level of primary school teachers’ confidence in implementing personalized learning strategies in Hangzhou, Zhejiang Province; 2) Examine the relationship between teachers’ digital literacy and implementation confidence; 3) Determine whether teachers’ confidence differed according to selected teacher characteristics; and 4) Propose practical recommendations for policy and school improvement. A mixed-methods design was employed. Quantitative data were collected from 286 valid questionnaires distributed to teachers in 10 public and private primary schools, and qualitative data were gathered through semi-structured interviews with 15 teachers representing high, medium, and low confidence groups. The questionnaire included demographic items, 15 digital-literacy items, and 25 implementation-confidence items. Reliability and validity indicators were satisfactory (Cronbach’s α = 0.945; KMO = 0.913, p < .001). Quantitative data were analyzed using descriptive statistics, repeated-measures ANOVA, multiple linear regression, independent-samples t-tests, and one-way ANOVA using SPSS 26.0, while interview data were coded thematically using NVivo 12. The findings indicated that: 1) Teachers’ overall implementation confidence was at an upper-medium level (M = 3.72, S.D. = 0.58), with students’ needs assessment showed the highest confidence (M = 3.85) and learning evaluation personalization showed the lowest (M = 3.58); 2) Digital literacy was significantly and positively associated with implementation confidence, and digital teaching design emerged as the strongest predictor; 3) Significant differences were found by age, teaching experience, educational background, and school nature respectively. Interview findings further showed that confidence was strengthened by peer observation, practical support, and digital pedagogical design, but constrained by assessment pressure, resource integration difficulty, and uneven organizational support; and 4) The study proposed that improving teachers’ design-oriented digital competence and aligning assessment reform with personalized learning were essential for deeper implementation of personalized learning in primary schools. 2026-01-01T00:00:00Z http://localhost:8080/xmlui/handle/123456789/1703 Assessment of Students’ Confidence in Speaking English: A Case Study of Anshun University, Guizhou Province, China Huang, Youli; Senarith, Prapatpong The objectives of this study were threefold: 1) To examine the level of non-English major students’ confidence in speaking English at Anshun University in Guizhou Province, China; 2) To investigate the factors influencing their confidence; and 3) To analyze the predictive effects of speaking self-efficacy, foreign language speaking anxiety, and external learning factors related to English speaking on students’ confidence in speaking English. A quantitative research design was employed using a structured questionnaire administered to 400 students through stratified random sampling, with 392 valid responses collected for analysis. The data collected were analyzed by descriptive statistics, correlation analysis, and multiple regression. The results indicated that: 1) non-English major students demonstrated a moderate level of English-speaking confidence (M = 3.08; S.D. = 0.68); 2) Correlation analysis showed that speaking self-efficacy and external learning factors were positively and significantly related to English-speaking confidence (r = .61 and .53), while speaking anxiety was negatively associated with it (r = -.49); 3) Multiple regression analysis further revealed that all three predictors jointly explained 56% of students’ Englishspeaking confidence, with speaking self-efficacy was the strongest predictor (46%). The findings suggest that enhancing students’ self-efficacy, reducing speaking anxiety, and creating supportive learning environments can effectively improve students’ confidence in speaking English. 2026-01-01T00:00:00Z