Although previous studies have demonstrated associations between social exclusion and adolescent anxiety, few studies have considered the longitudinal associations of campus exclusion with adolescents’ anxiety. In addition, the moderating role of individual characteristics in the relationship between exclusion and anxiety remains insufficiently understood. This study employed the latent growth models approach to examine the association between campus exclusion and adolescent anxiety, as well as the longitudinal moderating role of intraindividual response time variability (IIRTV). A total of 190 Chinese adolescents (50.5% girls; Mage=12.768 years, SD=0.666 years) participated in this three-wave longitudinal design with two-month intervals. The results showed that a higher initial level of campus exclusion was associated with a higher initial level of adolescents’ anxiety, and a greater slope of change in campus exclusion was associated with a greater slope of change in anxiety. Moreover, the intercept of IIRTV moderated the relationship between the initial level of campus exclusion and the initial level of anxiety. Results suggest that poor attentional control, as indicated by greater IIRTV in this sample, may be a vulnerability factor that exacerbates the risk of anxiety associated with campus exclusion. Finding highlights the importance of intervening in campus exclusion and promoting adolescent mental health, particularly for those with poorer attentional control.
Despite the benefits of physical activity (PA), most young people fail to meet the World Health Organization’s recommendations. Grounded in Self-Determination Theory (SDT), Physical Education (PE) teachers play a pivotal role in promoting PA through their motivational teaching style. While need-supportive behaviors show clear benefits, the effects of controlling teaching behaviors on PA-related outcomes remain unclear. This systematic review and meta-analysis examined the associations between students’ perceptions of controlling teaching in PE and their PA intention and PA levels, and explored whether these associations differ by age or sex. The review was registered in PROSPERO (CRD42022362459) and conducted following PRISMA 2020 guidelines. Searches were performed in PubMed, Scopus, Web of Science, and APA PsycNet up to 2025. Eligible studies included participants aged 5–18 years, assessed controlling teaching behaviors in PE based on SDT, and reported PA intention and/or PA levels. Random-effects meta-analyses were conducted, along with subgroup analyses by sex and a meta-regression on age. Study quality was assessed using the NIH Quality Assessment Tool for Observational Cohort and Cross-Sectional Studies. Of 3,819 records, 16 studies (n = 9,925; ages 11–19 years) were included. Controlling teaching style was negatively associated with PA intention (r = –0.14; 95%CI: –0.22, –0.06) and PA levels (r = –0.18; 95%CI: –0.31, –0.06), with high between-study heterogeneity (PA intention: I2 = 90.05%; PA levels: I2 = 95.79%), based exclusively on cross-sectional studies. Subgroup analyses showed similar trends for boys and girls. Neither sex nor age moderated these associations. Controlling behaviors in PE were associated with students’ PA intention and PA levels, highlighting the importance of minimizing such practices in PE contexts.
