Structural Relationships Between Physical Education Teacher’s Fairness Behavior with Self-Efficacy, Perceived Physical Competence, and Sports Participation of Adolescent Students

Hemayattalab, Abdollah; Mahdinejadgorji, Galin; Rezazadeh, Fatemeh; Heydarzadeh, Azam

doi:10.22089/spsyj.2025.18577.2612

Structural Relationships Between Physical Education Teacher’s Fairness Behavior with Self-Efficacy, Perceived Physical Competence, and Sports Participation of Adolescent Students

Articles in Press

Document Type : Original research

Authors

abdollah hemayattalab ¹

Galin Mahdinejadgorji ²

Fatemeh Rezazadeh ³

Azam Heydarzadeh ⁴

¹ Department faculty university marand

² Department of Psychology, Tabari Institute of Higher Education, Babol, Iran

³ PhD Candidate in General Psychology, Islamic Azad University, Central Tehran Branch, Lecturer, Department of Psychology, Tabari Institute of Higher Education, Babol, Iran

⁴ Department of Physical Education, Mak.C., Islamic Azad University, Maku, Iran

10.22089/spsyj.2025.18577.2612

Abstract

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.

Keywords

Fairness behavior

PE teacher

self-efficacy

physical competence

sports participation

Subjects