روابط ساختاری بین رفتار عادلانه معلم تربیت بدنی با خودکارآمدی، شایستگی بدنی ادراک شده و مشارکت ورزشی دانش آموزان نوجوان

This research aimed to explore the structural relationships between the fairness behavior of physical education teachers and factors such as self-efficacy, perceived physical competence, and sports participation among adolescent students. Utilizing a correlational design, the study employed structural equation modeling to analyze data collected from a sample of 384 high school students in Tehran. Various instruments, including the Teachers' Fairness Behavior Scale, Self-Efficacy Questionnaire for Children, Physical Self-Description Questionnaire, and Physical Education Participation Questionnaire, were utilized to assess the relevant variables. Statistical analysis was conducted using AMOS software. Results showed there were significant positive relationships between self-efficacy (β=0.44), perceived physical competence (β=0.39) and sports participation (β=0.25) with teachers' fairness behaviors. Furthermore, self-efficacy (β=0.38) and physical competence (β=0.30) were found to significantly relate to students’ sports participation. Finally, self-efficacy (β=0.16) and physical competence (β=0.11) served as mediators in the relationship between teachers' fair behaviors and sports participation. These findings suggest that physical education teachers who exhibit fair and just behaviors can enhance student engagement in physical education, highlighting the importance of fostering supportive and equitable teaching practices to boost student motivation and participation in sports.