Linking teacher emotional support to student engagement in physical education: A university-based perspective
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https://doi.org/10.17979/sportis.2025.11.4.12130Abstract
This study examined the association between perceived teacher emotional support (TES) and student engagement in physical education (EPE) among undergraduate students from a state university in the Philippines, where limited prior research exists on this relationship. TES was conceptualized through three components: positive climate (PC), teacher’s sensitivity (TS), and regard for adult perspective (RAP), each assessed for its individual contribution to engagement in physical activity. A total of 253 students enrolled in general education PE courses participated in the study. Data were gathered using two validated self-report instruments: the Teacher Emotional Support Scale and the Engagement in Physical Education Scale. Confirmatory factor analysis established reliability and construct validity. Multiple regression analysis showed that overall TES significantly predicted EPE, R² = .394, F(3, 249) = 53.894, p < .001. Among the subcomponents, PC (β = .354, p < .001) and RAP (β = .105, p = .042) were significant predictors, while TS (β = .076, p = .236) was not. These findings highlight the importance of emotionally supportive climates and autonomy-respecting behaviors in promoting student engagement in PE. The results contribute culturally specific insights from Philippine higher education to the broader literature on social-emotional teaching and student motivation. Practical applications for PE instruction are discussed in detail, with implications for teacher training, inclusive pedagogy, and motivation-centered curriculum design.
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