Contenido principal del artículo

Joseph Lobo
Bulacan State University
Filipinas
Ramon Carlo Masagca
Bulacan State University
Filipinas
https://orcid.org/0009-0009-3390-2995
Biografía
John Mathew Serrano
Bulacan State University
Filipinas
https://orcid.org/0009-0007-8389-1572
Biografía
Gilda Joy Reyes
Bulacan State University
Filipinas
Biografía
Buenaires Sevilla
Bulacan State University
Filipinas
Biografía
Vol. 11 Núm. 1 (2025), Artículos Originales, Páginas 1-20
DOI: https://doi.org/10.17979/sportis.2025.11.1.11066
Recibido: jul. 15, 2024 Aceptado: ago. 19, 2024 Publicado: dic. 31, 2024
Derechos de autor Cómo citar

Resumen

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.

Descargas

Los datos de descargas todavía no están disponibles.

Detalles del artículo

Citas

Aldrup, K., Klusmann, U., & Lüdtke, O. (2020). Reciprocal associations between students’ mathematics anxiety and achievement: Can teacher sensitivity make a difference? Journal of Educational Psychology, 112(4), 735–750. https://doi.org/10.1037/edu0000398

Brinia, V., Selimi, P., Dimos, A., & Kondea, A. (2022). The Impact of Communication on the Effectiveness of Educational Organizations. Education Sciences, 12(3), 170. https://doi.org/10.3390/educsci12030170

Chen, J., Jiang, H., Justice, L. M., Lin, T. J., Purtell, K. M., & Ansari, A. (2020). Influences of Teacher–Child Relationships and Classroom Social Management on Child-Perceived Peer Social Experiences During Early School Years. Frontiers in Psychology, 11(October), 1–12. https://doi.org/10.3389/fpsyg.2020.586991

Chen, R., Li, S., He, S., & Yan, J. (2024). The effect of parental psychological control on children’s peer interactions in China: the moderating role of teachers’ emotional support. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1297621

Cheung, P. (2020). Teachers as role models for physical activity: Are preschool children more active when their teachers are active? European Physical Education Review, 26(1), 101–110. https://doi.org/10.1177/1356336X19835240

Cooper, C. M., Przeworski, A., Smith, A. C., Obeid, R., & Short, E. J. (2023). Perceptions of Social–Emotional Learning Among K-12 Teachers in the USA During the COVID-19 Pandemic. School Mental Health, 15(2), 484–497. https://doi.org/10.1007/s12310-022-09563-w

Daly, B., & Morton, L. L. (2011). The End of Leisure: Are Preferred Leisure Activities Contraindicated for Education-Related Stress/Anxiety Reduction? Education Research International, 2011, 1–10. https://doi.org/10.1155/2011/471838

Daniele, A., Lucas, S. J. E., & Rendeiro, C. (2022). Detrimental effects of physical inactivity on peripheral and brain vasculature in humans: Insights into mechanisms, long-term health consequences and protective strategies. Frontiers in Physiology, 13. https://doi.org/10.3389/fphys.2022.998380

Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Springer US. https://doi.org/10.1007/978-1-4899-2271-7

Escaron, A. L., Vega-Herrera, C., Martinez, C., Steers, N., Lara, M., & Hochman, M. (2021). Impact of a school-level intervention on leisure-time physical activity levels on school grounds in under-resourced school districts. Preventive Medicine Reports, 22, 101377. https://doi.org/10.1016/j.pmedr.2021.101377

Fierro-Suero, S., Castillo, I., Almagro, B. J., & Saénz-López, P. (2023). The role of motivation and emotions in physical education: understanding academic achievement and the intention to be physically active. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1253043

Garn, A. C., & Simonton, K. L. (2023). Prolonged Sitting in University Students: An Intra-Individual Study Exploring Physical Activity Value as a Deterrent. International Journal of Environmental Research and Public Health, 20(3), 1891. https://doi.org/10.3390/ijerph20031891

Guo, Q., Samsudin, S., Yang, X., Gao, J., Ramlan, M. A., Abdullah, B., & Farizan, N. H. (2023). Relationship between Perceived Teacher Support and Student Engagement in Physical Education: A Systematic Review. Sustainability, 15(7), 6039. https://doi.org/10.3390/su15076039

Hascher, T., & Hagenauer, G. (2010). Alienation from school. International Journal of Educational Research, 49(6), 220–232. https://doi.org/10.1016/j.ijer.2011.03.002

Hashmi, D. K., & Fayyaz, H. N. (2022). Adolescence and Academic Well-being: Parents, Teachers and Students’ Perceptions. Journal of Education and Educational Development, 9(1). https://doi.org/10.22555/joeed.v9i1.475

Hoferichter, F., Kulakow, S., & Raufelder, D. (2022). How teacher and classmate support relate to students’ stress and academic achievement. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.992497

Keadle, S. K., Conroy, D. E., Buman, M. P., Dunstan, D. W., & Matthews, C. E. (2017). Targeting Reductions in Sitting Time to Increase Physical Activity and Improve Health. Medicine & Science in Sports & Exercise, 49(8), 1572–1582. https://doi.org/10.1249/MSS.0000000000001257

Koorts, H., Timperio, A., Lonsdale, C., Ridgers, N. D., Lubans, D. R., Della Gatta, J., Bauman, A., Telford, A., Barnett, L., Lamb, K. E., Lander, N., Lai, S. K., Sanders, T., Arundell, L., Brown, H., Wilhite, K., & Salmon, J. (2023). Scaling up a school-based intervention to increase physical activity and reduce sedentary behaviour in children: protocol for the TransformUs hybrid effectiveness–implementation trial. BMJ Open, 13(10), e078410. https://doi.org/10.1136/bmjopen-2023-078410

Lobo, J. (2023a). Perceived Physical Education Teachers’ Emotional Support and its direct interrelation to Learners’ Academic Resilience. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity, 9(3), 527–544. https://doi.org/https://doi.org/10.17979/sportis.2023.9.3.9797

Lobo, J. (2023b). Teacher Emotional Support and School Engagement: The case of Physical Education Teachers and Students in a Prominent Local College. Physical Culture and Sport. Studies and Research, 98(1), 57–66. https://doi.org/10.2478/pcssr-2023-0005

Morton, K. L., Atkin, A. J., Corder, K., Suhrcke, M., & van Sluijs, E. M. F. (2016). The school environment and adolescent physical activity and sedentary behaviour: a mixed‐studies systematic review. Obesity Reviews, 17(2), 142–158. https://doi.org/10.1111/obr.12352

Neil-Sztramko, S. E., Caldwell, H., & Dobbins, M. (2021). School-based physical activity programs for promoting physical activity and fitness in children and adolescents aged 6 to 18. Cochrane Database of Systematic Reviews, 2021(9). https://doi.org/10.1002/14651858.CD007651.pub3

Pangle, J. E. (2022). Student Achievement and Teacher Perceptions of School Climate in Title 1 and NonTitle 1 Schools. Electronic Theses and Dissertations, 4122. https://dc.etsu.edu/etd/4122

Puhakka, R. (2021). University students’ participation in outdoor recreation and the perceived well-being effects of nature. Journal of Outdoor Recreation and Tourism, 36, 100425. https://doi.org/10.1016/j.jort.2021.100425

Romano, L., Buonomo, I., Callea, A., Fiorilli, C., & Schenke, K. (2020). Teacher Emotional Support Scale on Italian High School Students: A Contribution to the Validation. The Open Psychology Journal, 13(1), 123–132. https://doi.org/10.2174/1874350102013010123

Rosenberg, D. E., Norman, G. J., Wagner, N., Patrick, K., Calfas, K. J., & Sallis, J. F. (2010). Reliability and Validity of the Sedentary Behavior Questionnaire (SBQ) for Adults. Journal of Physical Activity and Health, 7(6), 697–705. https://doi.org/10.1123/jpah.7.6.697

Ruzek, E. A., Hafen, C. A., Allen, J. P., Gregory, A., Mikami, A. Y., & Pianta, R. C. (2016). How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learning and Instruction, 42, 95–103. https://doi.org/10.1016/j.learninstruc.2016.01.004

Sáez, I., Solabarrieta, J., & Rubio, I. (2021). Motivation for Physical Activity in University Students and Its Relation with Gender, Amount of Activities, and Sport Satisfaction. Sustainability, 13(6), 3183. https://doi.org/10.3390/su13063183

Schembri, E., Heinz, A., & Samuel, R. (2023). Associations between sedentary behavior and health and the moderating role of physical activity in young people within a cross-sectional investigation. Preventive Medicine Reports, 35, 102316. https://doi.org/10.1016/j.pmedr.2023.102316

Schenke, K., Ruzek, E., Lam, A. C., Karabenick, S. A., & Eccles, J. S. (2018). To the means and beyond: Understanding variation in students’ perceptions of teacher emotional support. Learning and Instruction, 55, 13–21. https://doi.org/10.1016/j.learninstruc.2018.02.003

Schneider, J., Polet, J., Hassandra, M., Lintunen, T., Laukkanen, A., Hankonen, N., Hirvensalo, M., Tammelin, T. H., Törmäkangas, T., & Hagger, M. S. (2020). Testing a physical education-delivered autonomy supportive intervention to promote leisure-time physical activity in lower secondary school students: the PETALS trial. BMC Public Health, 20(1), 1438. https://doi.org/10.1186/s12889-020-09518-3

Tian, L., & Shen, J. (2023). The effect of perceived teachers’ interpersonal behavior on students’ learning in physical education: a systematic review. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1233556

Vattøy, K.-D., & Gamlem, S. M. (2019). Teachers’ regard for adolescent perspectives in feedback dialogues with students in lower-secondary schools. Nordisk Tidsskrift for Utdanning Og Praksis, 13(2), 39–55. https://doi.org/10.23865/up.v13.1970

Verhoeven, M., Poorthuis, A. M. G., & Volman, M. (2019). The Role of School in Adolescents’ Identity Development. A Literature Review. Educational Psychology Review, 31(1), 35–63. https://doi.org/10.1007/s10648-018-9457-3

Wang, X. (2023). Exploring positive teacher-student relationships: the synergy of teacher mindfulness and emotional intelligence. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1301786

Xie, F., & Derakhshan, A. (2021). A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.708490

Yang, Z., Chen, S., Bao, R., Li, R., Bao, K., Feng, R., Zhong, Z., & Wang, X. (2022). Public Health Concern on Sedentary Behavior and Cardiovascular Disease: A Bibliometric Analysis of Literature from 1990 to 2022. Medicina, 58(12), 1764. https://doi.org/10.3390/medicina58121764

Zhang, Z. (2022). Toward the Role of Teacher Empathy in Students’ Engagement in English Language Classes. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.880935

Zheng, F. (2022). Fostering Students’ Well-Being: The Mediating Role of Teacher Interpersonal Behavior and Student-Teacher Relationships. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.796728