Teacher interpersonal behaviors and student engagement in single-gender physical education: the mediating role of achievement emotions and the moderating effect of class gender composition.

For the main effects in Model 1 (only independent variables included), teachers’ need-thwarting interpersonal behaviors significantly negatively predicted students’ PE class engagement ( β = −0.407, SE = 0.062, t = −7.429, p < 0.001***), while the predictive effect of need-supportive interpersonal behaviors on class engagement was marginally significant ( β = 0.095, SE = 0.047, t = 1.741, p = 0.083).

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