@Article{jpa.2026.084759,
AUTHOR = {Xi Cui, Jinfu Wang},
TITLE = {Teacher autonomy support in physical education and school engagement among vulnerable children: A sequential mediation model},
JOURNAL = {Journal of Psychology in Africa},
VOLUME = {},
YEAR = {},
NUMBER = {},
PAGES = {{pages}},
URL = {http://www.techscience.com/jpa/online/detail/27918},
ISSN = {1815-5626},
ABSTRACT = {Physical education engagement is essential for children’s healthy development, yet vulnerable populations are
often overlooked in motivational research. This study examined the extent to which teacher autonomy support predicts
student engagement through basic psychological need satisfaction and autonomous motivation. Four hundred ninety-eight
children with parenting separation vulnerability completed validated scales measuring teacher autonomy support, basic
psychological need satisfaction, autonomous motivation, and engagement in physical education (females = 69.5%, mean
age = 13.18 years, SD = 0.84). Results from sequential mediation model analysis showed that teacher autonomy support
is associated with higher student engagement. Need satisfaction, and autonomous motivation mediated the direct effect,
with need satisfaction being the stronger mediator. The sequential mediation effect on the relationship between teacher
autonomy support and student engagement via both need satisfaction and autonomous motivation was comparatively
modest. These findings are consistent with self-determination theory, which posits that autonomy-supportive contexts
first satisfy basic psychological needs, which in turn facilitate autonomous motivation, and this motivational sequence
ultimately promotes greater engagement. By implication, teacher autonomy support is a student development asset for
their higher engagement directly and indirectly. Autonomy-supportive teaching and fostering psychological needs and
autonomous motivation may enhance the school engagement of children with vulnerability.},
DOI = {10.32604/jpa.2026.084759}
}