ArticleScientific reports2025
The mediating role of self-regulation in fostering Intelligent-TPACK and ethics in physical education teacher education students.
Article in Scientific reports, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers, 1 of them a synthesis that pooled it.
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Who cites it
6 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Identifying and alleviating ethical risks of artificial intelligence in physical education: a systematic review.Frontiers in public health · 2026Pooled it
- Development and validation of the digital competence framework and scale for pre-service physical education teachers.Scientific reports · 2026Article
- Article
- Generative AI in physical education and health: a narrative review and conceptual framework for interdisciplinary thematic learning.Frontiers in public health · 2026Review
- Article
- Beyond facilitation and inhibition: a configurational mechanism study of cognitive transitions in human-AI collaboration.Frontiers in psychology · 2026Article
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Authors and funding
3 authors.
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Abstract
The emergence of generative artificial intelligence (AI) technologies is driving transformative changes in physical education, highlighting the critical need for pre-service teachers to develop AI-specific pedagogical knowledge and ethical awareness. This study explores the role of self-regulation in mediating the relationship between basic psychological needs (autonomy, competence, and relatedness) and digital competence, specifically Intelligent-TPACK and ethics, among Physical Education Teacher Education (PETE) students. Data were collected from 548 PETE students at six universities in Wuhan, China. Structural equation modeling (SEM) analysis demonstrated that self-regulation positively predicted both Intelligent-TPACK and ethical awareness, with self-regulation mediating the effects of basic psychological needs on these two dimensions of digital competence. These findings underscore the importance of promoting self-regulation skills to strengthen pre-service teachers' capacity to integrate AI tools effectively into their educational practices while fostering ethical decision-making. The results offer both theoretical and practical insights implications for teacher education programs seeking to advance AI literacy and ethical responsibility in future physical educators.
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Registered trials
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