{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,26]],"date-time":"2026-08-26T06:30:05Z","timestamp":1787725805219,"version":"build-2784847793"},"reference-count":39,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,8,26]],"date-time":"2026-08-26T00:00:00Z","timestamp":1787702400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:p>\n                    Grounded in self-determination theory, this study examined how Chinese university students\u2019 perceived need-supportive biology course climate was associated with basic psychological needs, biology learning self-efficacy, science identity, biology learning engagement, and continuing biology learning intention. A total of 624 students from five anonymized Chinese higher education institutions completed an anonymous cross-sectional questionnaire. Confirmatory factor analysis, structural equation modeling, bootstrapped indirect-association analysis with 5,000 resamples, and multi-group SEM were conducted. The preferred correlated first-order measurement model yielded \u03c7\n                    <jats:sup>2<\/jats:sup>\n                    \u202f=\u202f2,193.75, df\u202f=\u202f1,139, CFI\u202f=\u202f0.941, TLI\u202f=\u202f0.934, RMSEA\u202f=\u202f0.039, and SRMR\u202f=\u202f0.045. The structural model yielded \u03c7\n                    <jats:sup>2<\/jats:sup>\n                    \u202f=\u202f2,354.62, df\u202f=\u202f1,166, CFI\u202f=\u202f0.935, TLI\u202f=\u202f0.929, RMSEA\u202f=\u202f0.040, and SRMR\u202f=\u202f0.048. Thus, CFI and TLI remained below the more stringent 0.95 reference value, whereas RMSEA and SRMR indicated comparatively favorable fit. Perceived need-supportive course climate was positively associated with basic psychological needs,\n                    <jats:italic>\u03b2<\/jats:italic>\n                    \u202f=\u202f0.553,\n                    <jats:italic>p<\/jats:italic>\n                    \u202f&amp;lt;\u202f0.001. Basic psychological needs were positively associated with biology learning self-efficacy,\n                    <jats:italic>\u03b2<\/jats:italic>\n                    \u202f=\u202f0.310,\n                    <jats:italic>p<\/jats:italic>\n                    \u202f&amp;lt;\u202f0.001, science identity,\n                    <jats:italic>\u03b2<\/jats:italic>\n                    \u202f=\u202f0.286,\n                    <jats:italic>p<\/jats:italic>\n                    \u202f&amp;lt;\u202f0.001, and learning engagement,\n                    <jats:italic>\u03b2<\/jats:italic>\n                    \u202f=\u202f0.274,\n                    <jats:italic>p<\/jats:italic>\n                    \u202f&amp;lt;\u202f0.001. Learning engagement was positively associated with continuing biology learning intention,\n                    <jats:italic>\u03b2<\/jats:italic>\n                    \u202f=\u202f0.248,\n                    <jats:italic>p<\/jats:italic>\n                    \u202f&amp;lt;\u202f0.001. The direct association between perceived course climate and continuing intention was not statistically clear,\n                    <jats:italic>\u03b2<\/jats:italic>\n                    \u202f=\u202f0.047,\n                    <jats:italic>p<\/jats:italic>\n                    \u202f=\u202f0.243, whereas several bootstrapped indirect associations were supported. Multi-group analyses showed only small changes in CFI and RMSEA across increasingly constrained models, supporting cautious comparison across the participating groups. Overall, the findings provide cross-sectional evidence that perceived biology course climate is associated with continuing biology learning intention through several motivational and engagement-related pathways. Longitudinal and intervention studies are needed to examine the temporal and causal ordering of these associations.\n                  <\/jats:p>","DOI":"10.3389\/fpsyg.2026.1913690","type":"journal-article","created":{"date-parts":[[2026,8,26]],"date-time":"2026-08-26T06:03:25Z","timestamp":1787724205000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Perceived need-supportive biology course climate, learning engagement, and continuing biology learning intention: a cross-sectional SEM study of Chinese university students"],"prefix":"10.3389","volume":"17","author":[{"given":"Danni","family":"Mou","sequence":"first","affiliation":[{"name":"School of Education Science, Harbin Normal University","place":["Harbin, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Chenglong","family":"Wang","sequence":"additional","affiliation":[{"name":"School of Education Science, Harbin Normal University","place":["Harbin, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jun","family":"Jiang","sequence":"additional","affiliation":[{"name":"School of Education Science, Harbin Normal University","place":["Harbin, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,8,26]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"427","DOI":"10.1016\/j.jsp.2006.04.002","article-title":"Measuring cognitive and psychological engagement: validation of the student engagement instrument","volume":"44","author":"Appleton","year":"2006","journal-title":"J. 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