La mente curiosa en movimiento: comprender la dinámica curiosidad-compromiso en la educación física universitaria
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- Kirth Teodosio+−
- Joseph Lobo+−
- Jem Cloyd Tanucan+−
- Teejay Panganiban+−
- Rolito Imperial+−
- Jumel Miller+−
- Glenn Bello+−
- Shiela Morales+−
- Odinell Cuyugan+−
- Cailvin Reyes+−
DOI:
https://doi.org/10.17979/sportis.2026.12.1.11620Resumen
Comprender los factores psicológicos que impulsan la participación estudiantil es esencial para mejorar los resultados educativos, especialmente en Educación Física en la educación superior. Este estudio exploró la interconexión entre la curiosidad y la participación en el estudio entre estudiantes de Educación Física y disciplinas afines en varias universidades filipinas. Mediante un diseño de investigación cuantitativo, se recopilaron las respuestas de 1273 estudiantes mediante instrumentos validados que evaluaron dos dimensiones de la curiosidad (expansión y aceptación) y tres componentes de la participación en el estudio (vigor, dedicación y absorción). El análisis estadístico mediante la rho de Spearman reveló una relación significativa y positiva entre la curiosidad y la participación, lo que indica que los estudiantes que muestran mayor curiosidad también muestran mayores niveles de participación académica. Cabe destacar que ambas dimensiones de la curiosidad se correlacionaron estrechamente con todas las facetas de la participación. Estos hallazgos resaltan la naturaleza recíproca de la curiosidad y la participación, lo que sugiere que cuando se anima a los estudiantes a explorar, cuestionar y aceptar nuevas experiencias, se vuelven más energizados, comprometidos y se involucran más en sus tareas académicas. Esto subraya el potencial de la curiosidad como catalizador para mejorar la motivación y la perseverancia en entornos de aprendizaje de Educación Física. Los resultados enfatizan la necesidad de que los educadores creen enfoques pedagógicos que fomenten la curiosidad y fomenten una participación significativa. Además, el estudio contribuye al discurso más amplio sobre el aprendizaje centrado en el estudiante al posicionar la curiosidad no solo como un rasgo, sino como un poderoso facilitador de la participación académica sostenida. Futuras investigaciones podrían beneficiarse de la exploración de estas relaciones a lo largo del tiempo o en diversos contextos educativos para comprender mejor los mecanismos que subyacen a la participación estudiantil en la educación física.
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