The relationship between teacher identity and learning engagement in sports training students: the mediating role of learning motivation

TL;DR

This study explores how a strong teacher identity in sports training students boosts their learning motivation and engagement.

Contribution

It identifies learning motivation as a mediator between teacher identity and academic engagement in sports training students.

Findings

Physical education teacher identity is positively correlated with learning motivation and engagement.

Teacher identity significantly predicts academic engagement through the mediation of learning motivation.

The findings suggest practical strategies for improving training programs for sports education students.

Abstract

In the current educational context, the professional identity of physical education teachers serves as an important indicator of how prepared sports training students to enter the teaching profession.

This study used structural equation modeling to analyze questionnaire data from 588 sports training students from nine universities in China. The aim was to examine the relationship between physical education teacher identity, motivation, and commitment to learning.

The overall level of physical education teacher identity among sports training students was moderately to high. A positive correlation was found between physical education teacher identity, learning motivation, and learning engagement. Furthermore, Physical education teacher identity was a significant predictor of sports training students' academic engagement, with learning motivation acting as a mediator in this relationship.

These findings offer valuable insights into how educational institutions can foster the development of physical education teacher identity by adapting their training programs, providing practical strategies for enhance students' motivation and engagement in learning.

Figures