Mediating Role of Goal Achievement on the Teacher TPACK and Student Engagement among Chinese College Students in Physical Education

Student engagement is a key way to measure quality in Physical Education (PE). However, there is little research on how this relates to a teacher’s digital skills in Chinese higher education. This study examines the relationships among three key factors, teachers Technological Pedagogical Content Knowledge (TPACK), student goal achievement, and student engagement. We used Social Cognitive Theory and Self-Regulated Learning theory as a guide. A cross-sectional design was employed, involving 872 undergraduate students from four universities in Guangdong, China. Data were analyzed using partial least squares structural equation modeling (PLS-SEM) with Smart PLS 4. The results showed that teacher TPACK has a positive effect on both student engagement and goal achievement. Goal achievement served as a partial mediator between teacher TPACK and student engagement. These findings indicated that teachers’ digital competence not only directly promoted student engagement but also exerted an indirect effect by supporting students’ goal attainment. The study underscores the necessity of professional development focused on TPACK to enhance student self-regulation and participation in PE.