data.TS-ASE-STO-PELE

This study investigates how teacher support (TS) influences physical education learning engagement (PELE) among Chinese university students, with a focus on the mediating roles of academic self-efficacy (ASE) and sport task orientation (STO). Using a large-scale survey of 2,625 students across 57 universities, we employed structural equation modeling to test direct, indirect, and serial mediation effects. Results demonstrate that TS not only has a direct positive impact on PELE, but also enhances ASE and STO, which in turn sequentially strengthen students’ engagement in physical education. The findings provide empirical support for integrating Self-Determination Theory, Social Cognitive Theory, and Achievement Motivation Theory in explaining PE learning engagement.