Entrelazando el apoyo emocional percibido de los instructores y la resiliencia académica de los estudiantes en el contexto de la educación física a través de la perspectiva de las teorías de la mentalidad y el apego
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- Teejay Panganiban+−
- Rhene Camarador+−
- Ruben Tagare Jr.+−
- Joseph Lobo+−
- Jay Mark Sinag+−
- Jeric Quibral+−
- Jet Longakit+−
- Louie Gula+−
- Joeven Santos+−
- Michael San Miguel+−
- Davidsol Mendoza+−
Resumen
Este estudio investigó la influencia del apoyo emocional percibido por el instructor en la resiliencia académica entre 363 estudiantes universitarios de primer y segundo año matriculados en cursos de Educación Física (EF) en una Universidad Estatal de Filipinas. Utilizando la Escala de Apoyo Emocional del Profesor (TES) y la Escala de Resiliencia Académica (ARS-30), la investigación se centró en tres componentes del apoyo emocional: Clima Positivo (CP), Sensibilidad del Profesor (IS) y Respeto por la Perspectiva de los Adultos (RAP). Los hallazgos revelaron una relación significativa entre TES y ARS, con IS y RAP influyendo en la capacidad de los estudiantes para perseverar a través de los desafíos. Sin embargo, PC no mostró una influencia estadísticamente significativa en la resiliencia. Los análisis de regresión indicaron que IS promovía la resiliencia al abordar las necesidades emocionales de los estudiantes, mientras que RAP mejoraba la autonomía y el compromiso al valorar las perspectivas de los estudiantes. Estos resultados subrayaron la importancia del apoyo emocional de los instructores de EF para crear entornos inclusivos que fomentaran la resiliencia de los estudiantes. El estudio contribuyó a un creciente cuerpo de literatura que enfatiza el papel fundamental de los instructores universitarios en la configuración del éxito académico y el bienestar de los estudiantes. Entre las recomendaciones prácticas se incluyó la necesidad de contar con programas de desarrollo profesional que proporcionen a los instructores de educación física estrategias para brindar un apoyo emocional adecuado. A pesar de las limitaciones de una muestra de una sola institución, esta investigación ofreció información valiosa para fomentar la resiliencia en la educación superior, en particular en contextos en los que se entrecruzan los desafíos académicos y emocionales. Se recomendó que futuras investigaciones exploren diversos entornos educativos para validar estos hallazgos y examinar factores adicionales, como el nivel socioeconómico, que podrían haber mediado estas relaciones.
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