Can Physical Education professors emotionally motivate students to practice healthy living? Investigating the direct influence of Perceived Professor’s Emotional Support on Sedentary Lifestyle Behavior
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- Joseph Lobo+−
- Ramon Carlo E. Masagca+−
- John Mathew A. Serrano+−
- Gilda Joy D. Reyes+−
- Buenaires G. Sevilla+−
Abstract
Perceived emotional support from professors is a well-documented factor influencing students’ motivation, participation, perseverance, and well-being. However, its influence on students’ sedentary lifestyle behaviors remains underexplored. This study assessed the direct influence of perceived professor’s emotional support on the sedentary lifestyle behaviors of undergraduate students at a state university in the Philippines. Utilizing a multiple regression approach, this study analyzed data collected from 1,128 purposively selected selected students through an online survey conducted from January to February 2024. The survey included the Sedentary Behavior Questionnaire and the Teacher’s Emotional Support Scale. Results indicate that perceived professor’s emotional support significantly predicts students’ sedentary behaviors during weekdays [F(3, 1124) = 3.104, p = .026] and weekends [F(3, 1124) = 4.837, p = .002]. Professor’s sensitivity and regard to adult perspective were significant predictors of reduced sedentary behavior, whereas positive climate was not. Specifically, Professor’s Sensitivity (β = -.189, p = .012) and Regard to adult perspective (β = .201, p < .001) influenced weekday behaviors, while Professor’s Sensitivity (β = -.295, p < .001) and regard to adult perspective (β = .218, p = .005) influenced weekend behaviors. The study concludes that professor’s emotional support plays a crucial role in mitigating sedentary behaviors among students. These findings underscore the importance of professor-student relationships extending beyond academics to foster healthier lifestyle choices. Further research is recommended to explore the underlying mechanisms and contextual factors affecting this relationship, aiming to develop targeted interventions and policies that enhance both academic performance and physical well-being, thus fostering supportive learning environments.
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