Predicting student engagement in university physical education: a mixed methods analysis of teacher effectiveness through the lens of self-determination theory

Abstract

The quality of the Physical Education (PE) learning climate plays a vital role in fostering student engagement and promoting lifelong participation in physical activity. Guided by Self-Determination Theory, this study examined how teacher effectiveness and classroom dynamics influence student engagement in university PE using a convergent parallel mixed-methods design. Data were collected from 1,955 university students through a researcher-developed survey and open-ended questionnaire. Quantitative findings indicated that students generally perceived their teachers as highly effective in instructional practices, professional competence, and interpersonal interactions. Correlation and regression analyses demonstrated that teacher effectiveness was positively associated with student engagement and significantly predicted the PE learning climate. Qualitative findings complemented these results by identifying limited instructional variety, insufficient individualized feedback, and reduced opportunities for student autonomy as persistent barriers to engagement. The integration of quantitative and qualitative evidence suggests that while teachers demonstrate strong foundational instructional competencies, enhancing student engagement requires greater use of autonomy-supportive, student-centered, and personalized teaching approaches. The study contributes to the growing literature on university Physical Education by demonstrating how effective teaching practices, interpreted through the lens of Self-Determination Theory, shape supportive learning environments and provides evidence to inform professional development and instructional improvement in higher education.