data.xls

Despite the Chinese government's focus on student physical education, low student participation in physical activities persists, necessitating efforts to improve engagement. This study explores<b> </b>the relationship between teacher support and university students' engagement in physical education, focusing on the mediating roles of academic self-efficacy and sport task orientation. A quantitative analysis was conducted to investigate the mediation effects among 2,625 students from various regions and school types. The study demonstrated significant correlations between teacher support, academic self-efficacy, sport task orientation, and PELE. Teacher support was found to positively influence physical education learning engagement (PELE) both directly and through academic self-efficacy and sport task orientation. The model fit indices suggested a good fit. The findings highlight the critical roles of teacher support, academic self-efficacy, and sport task orientation in enhancing students' engagement in physical education, offering valuable insights for improving physical education practices.