Vincular el apoyo emocional del profesorado con la participación del alumnado en educación física: Una perspectiva universitaria
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https://doi.org/10.17979/sportis.2025.11.4.12130Resumen
Este estudio examinó la asociación entre el apoyo emocional docente percibido (TES) y la participación estudiantil en educación física (EPE) entre estudiantes de pregrado de una universidad estatal en Filipinas, donde existe poca investigación previa sobre esta relación. TES se conceptualizó a través de tres componentes: clima positivo (PC), sensibilidad docente (TS) y consideración por la perspectiva adulta (RAP), cada uno evaluado por su contribución individual a la participación en la actividad física. Un total de 253 estudiantes matriculados en cursos de educación física de educación general participaron en el estudio. Los datos se recopilaron utilizando dos instrumentos de autoinforme validados: la Escala de Apoyo Emocional Docente y la Escala de Participación en Educación Física. El análisis factorial confirmatorio estableció la confiabilidad y la validez del constructo. El análisis de regresión múltiple mostró que el TES general predijo significativamente la EPE, R² = .394, F(3, 249) = 53.894, p < .001. Entre los subcomponentes, el PC (β = .354, p < .001) y el RAP (β = .105, p = .042) fueron predictores significativos, mientras que el TS (β = .076, p = .236) no lo fue. Estos hallazgos resaltan la importancia de los climas de apoyo emocional y las conductas que respetan la autonomía para promover la participación estudiantil en la educación física. Los resultados aportan perspectivas culturalmente específicas de la educación superior filipina a la literatura más amplia sobre la enseñanza socioemocional y la motivación estudiantil. Se discuten en detalle las aplicaciones prácticas para la enseñanza de la educación física, con implicaciones para la formación docente, la pedagogía inclusiva y el diseño curricular centrado en la motivación.
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