{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,20]],"date-time":"2026-08-20T06:23:50Z","timestamp":1787207030606,"version":"build-2736575974"},"reference-count":83,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,8,20]],"date-time":"2026-08-20T00:00:00Z","timestamp":1787184000000},"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. Public Health"],"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Physical inactivity among adolescents has become a global public health concern. Insufficient engagement in sports potentially affects physical and mental health. Athlete engagement, reflecting persistent positive emotional experiences in physical activity, is a key factor in promoting adolescent development. This study investigates how adolescent athlete participation influences athlete engagement within and across different student groups.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A total of 4,140 students from 167 soccer-featured schools in China are recruited, comprising 2,070 soccer team students and 2,070 non-soccer team students. Participants complete the Athlete Participation Scale (APS) and the Athlete Engagement Questionnaire (AEQ). Data are analyzed using descriptive statistics, correlation analysis, and the Actor\u2013Partner Interdependence Model (APIM) with latent variables to examine actor and partner effects.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Soccer team students exhibit a significant actor effect on their own engagement (\n                      <jats:italic>\u03b2<\/jats:italic>\n                      \u202f=\u202f0.824,\n                      <jats:italic>p<\/jats:italic>\n                      \u202f&amp;lt;\u202f0.001). However, they do not have a significant partner effect (\n                      <jats:italic>\u03b2<\/jats:italic>\n                      \u202f=\u202f\u22120.005,\n                      <jats:italic>p<\/jats:italic>\n                      \u202f&amp;gt;\u202f0.05). In contrast, non-soccer team students exhibit a statistically significant actor effect. However, the effect size is small (\n                      <jats:italic>\u03b2<\/jats:italic>\n                      \u202f=\u202f0.045,\n                      <jats:italic>p<\/jats:italic>\n                      \u202f&amp;lt;\u202f0.05). Meanwhile, the partner effect is significant (\n                      <jats:italic>\u03b2<\/jats:italic>\n                      \u202f=\u202f0.518,\n                      <jats:italic>p<\/jats:italic>\n                      \u202f&amp;lt;\u202f0.001). The partner effect is stronger than the actor effect. The dyadic pattern analysis classifies the pattern for soccer team students as an actor-only pattern and the pattern for non-soccer team students as a mixed actor\u2013partner pattern.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>Athlete participation influences adolescent athlete engagement differently across student groups. Soccer team students\u2019 athlete engagement is mainly driven by their own athlete participation. For non-soccer team students, their own athlete participation has only a limited effect on their athlete engagement. Non-soccer team students are more strongly influenced by the role-modeling of soccer team students. These findings highlight the value of strengthening campus soccer teams to mobilize non-soccer team students\u2019 sustained engagement in physical activity.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpubh.2026.1904710","type":"journal-article","created":{"date-parts":[[2026,8,20]],"date-time":"2026-08-20T05:28:19Z","timestamp":1787203699000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["How soccer team students shape adolescent athlete engagement: evidence from an actor\u2013partner interdependence model"],"prefix":"10.3389","volume":"14","author":[{"given":"Haopeng","family":"Wang","sequence":"first","affiliation":[{"name":"School of Physical Education, Shaanxi Normal University","place":["Xi\u2019an, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Huarui","family":"Huang","sequence":"additional","affiliation":[{"name":"School of Psychology, Shaanxi Normal University","place":["Xi\u2019an, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Chen","family":"Zhong","sequence":"additional","affiliation":[{"name":"School of Physical Education, Shaanxi Normal University","place":["Xi\u2019an, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Yizhou","family":"Shui","sequence":"additional","affiliation":[{"name":"School of Physical Education, Shaanxi Normal University","place":["Xi\u2019an, China"]},{"name":"School of Psychology, Shaanxi Normal University","place":["Xi\u2019an, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,8,20]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"294","DOI":"10.1016\/S0140-6736(12)60898-8","article-title":"The pandemic of physical inactivity: global action for public health","volume":"380","author":"Kohl","year":"2012","journal-title":"Lancet"},{"key":"ref2","doi-asserted-by":"publisher","first-page":"23","DOI":"10.1016\/S2352-4642(19)30323-2","article-title":"Global trends in insufficient physical activity among adolescents: a pooled analysis of 298 population-based surveys with 1\u00b76 million participants","volume":"4","author":"Guthold","year":"2020","journal-title":"Lancet Child Adolesc Health"},{"key":"ref3","doi-asserted-by":"publisher","first-page":"384","DOI":"10.1016\/j.jad.2021.08.085","article-title":"Academic stress and depression of Chinese adolescents in junior high schools: moderated mediation model of school burnout and self-esteem","volume":"295","author":"Jiang","year":"2021","journal-title":"J Affect Disord"},{"key":"ref4","doi-asserted-by":"publisher","first-page":"e0316599","DOI":"10.1371\/journal.pone.0316599","article-title":"Relationship between middle school students\u2019 academic stress and physical exercise behavior from the perspective of self-determination theory: the chained mediation of motivation and intention","volume":"20","author":"Zhao","year":"2025","journal-title":"PLoS One"},{"key":"ref5","doi-asserted-by":"publisher","first-page":"2300","DOI":"10.1186\/s12889-025-23308-9","article-title":"Exploring the structural links between peer support, psychological resilience, and exercise adherence in adolescents: a multigroup model across gender and educational stages","volume":"25","author":"Li","year":"2025","journal-title":"BMC Public Health"},{"key":"ref6","doi-asserted-by":"publisher","first-page":"346","DOI":"10.3390\/bs16030346","article-title":"The impact of upward social comparison on smartphone addiction among adolescents: the moderating role of football participation","volume":"16","author":"Li","year":"2026","journal-title":"Behav Sci"},{"key":"ref7","doi-asserted-by":"publisher","first-page":"2045","DOI":"10.1186\/s12889-025-23239-5","article-title":"Association of football athlete engagement profiles with adolescent mental health\u2014a latent profile analysis","volume":"25","author":"Huang","year":"2025","journal-title":"BMC Public Health"},{"key":"ref8","doi-asserted-by":"publisher","first-page":"138","DOI":"10.1123\/jtpe.2015-0010","article-title":"Student perceptions of instructional choices in middle school physical education","volume":"35","author":"Agbuga","year":"2016","journal-title":"J Teach Phys Educ"},{"key":"ref9","first-page":"471","article-title":"Athlete engagement: II. 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