Developing a Serial Model for Factors Mediating Chinese University Students’ Learning Engagement in Physical Education
Xinjian Xu, Yanqiu Liu, Yongneng Tan, Bangyun ZhouBackground
Despite increased policy emphasis on physical education in China, university students often exhibit low engagement and physical activity levels. Exploring the motivational mechanisms underlying PE learning engagement is therefore essential.
Purpose
Guided by Self-Determination Theory (SDT), Social Cognitive Theory (SCT), and Achievement Goal Theory (AGT), this study aimed to examine how perceived teacher support (TS) influences PE learning engagement (PELE) among Chinese university students, focusing on both individual and serial mediating roles.
Methods
A total of 2,625 students from 57 universities participated. Data were analyzed using Stata and Mplus for structural equation modeling. The measurement model demonstrated excellent reliability (overall Omega = 0.98), strong convergent validity (CR = 0.844–0.963), and discriminant validity.
Results
TS significantly predicted PELE both directly and indirectly via BPNS, ASE, and STO. All three variables independently mediated the relationship. Moreover, serial mediation models were supported, revealing a robust sequential pathway in which BPNS fosters ASE, which enhances STO, ultimately increasing PELE. Model fit indices indicated excellent fit (CFI = 0.986, TLI = 0.979, RMSEA = 0.068, SRMR = 0.022).
Conclusion
TS significantly enhances PELE in Chinese university students, both directly and through a serial motivational process. Guided by SDT, SCT, and AGT, the findings confirm that satisfaction of BPNS fosters ASE, which in turn promotes STO, culminating in greater engagement.