¿Pueden los profesores de Educación Física motivar emocionalmente a los estudiantes para que practiquen una vida saludable? Investigación de la influencia directa del apoyo emocional percibido por el profesor en el comportamiento de estilo de vida sedentario
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El apoyo emocional percibido de los profesores es un factor bien documentado que influye en la motivación, la participación, la perseverancia y el bienestar de los estudiantes. Sin embargo, su influencia en los comportamientos de estilo de vida sedentario de los estudiantes sigue siendo poco explorada. Este estudio evaluó la influencia directa del apoyo emocional percibido del profesor en los comportamientos de estilo de vida sedentario de los estudiantes universitarios en una universidad estatal en Filipinas. Utilizando un enfoque de regresión múltiple, este estudio analizó los datos recopilados de 1.128 estudiantes seleccionados al azar a través de una encuesta en línea realizada de enero a febrero de 2024. Los resultados indican que el apoyo emocional percibido del profesor predice significativamente los comportamientos sedentarios de los estudiantes durante los días de semana [F(3, 1124) = 3,104, p = .026] y los fines de semana [F(3, 1124) = 4,837, p = .002]. La sensibilidad del profesor y la consideración de la perspectiva de los adultos fueron predictores significativos de la reducción del comportamiento sedentario, mientras que el clima positivo no lo fue. El estudio concluye que el apoyo emocional del profesor desempeña un papel crucial en la mitigación de los comportamientos sedentarios entre los estudiantes. Estos hallazgos subrayan la importancia de que las relaciones profesor-alumno se extiendan más allá de lo académico para fomentar opciones de estilo de vida más saludables. Se recomienda realizar más investigaciones para explorar los mecanismos subyacentes y los factores contextuales que afectan a esta relación, con el objetivo de desarrollar intervenciones y políticas específicas que mejoren tanto el rendimiento académico como el bienestar físico, fomentando así entornos de aprendizaje de apoyo.
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