Asociación entre el apoyo emocional docente y el aprendizaje profundo entre estudiantes universitarios de educación física en la educación superior filipina
Barra lateral del artículo
Contenido principal del artículo
DOI:
https://doi.org/10.17979/sportis.2026.12.1.12375Resumen
Este estudio empleó un diseño transversal que involucró a 344 estudiantes de pregrado matriculados en cursos PATH-Fit en una institución pública de educación superior en Filipinas. Los datos se recopilaron durante el segundo semestre del año académico 2024-2025 utilizando versiones adaptadas de la Escala de Apoyo Emocional del Profesorado y el Cuestionario Revisado del Proceso de Estudio (R-SPQ-2F). Los constructos se validaron mediante el Modelo de Ecuaciones Estructurales de Mínimos Cuadrados Parciales (PLS-SEM) en SmartPLS 4, y se realizaron pruebas de hipótesis mediante análisis de regresión múltiple en SPSS. Basado en la Teoría de la Autodeterminación (SDT), el estudio investigó la asociación entre el apoyo emocional percibido del instructor y la participación de los estudiantes en el aprendizaje profundo dentro de los cursos de educación física. Los resultados no revelaron asociaciones estadísticamente significativas entre el apoyo emocional general, o sus subdimensiones, y los resultados de aprendizaje profundo de los estudiantes. Estos hallazgos sugieren que el apoyo emocional por sí solo puede no predecir directamente la participación cognitiva significativa en la educación física, y su papel puede ser más indirecto o mediado por otras variables contextuales o psicológicas. El estudio ofrece implicaciones para la pedagogía de la educación superior, abogando por enfoques más holísticos que integren apoyos emocionales, motivacionales y cognitivos. Además, contribuye al discurso educativo global al ofrecer perspectivas con base cultural del contexto filipino, cuestionando las premisas de aplicabilidad universal en la enseñanza y el aprendizaje con apoyo emocional.
Palabras clave:
Detalles del artículo
Referencias
Adnan, N. L., Abdullah, W. K. W., Muda, R., & Sallem, N. R. M. (2020). Practical Implementation of Assessment Activities for Deep Learning: In E. A. Railean (Ed.), Advances in Higher Education and Professional Development (pp. 84–105). IGI Global. https://doi.org/10.4018/978-1-7998-2314-8.ch005
An, F., Yu, J., & Xi, L. (2022). Relationship between perceived teacher support and learning engagement among adolescents: Mediation role of technology acceptance and learning motivation. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.992464
Beard, K. S., Vakil, J. B., Chao, T., & Hilty, C. D. (2021). Time for Change: Understanding Teacher Social-Emotional Learning Supports for Anti-Racism and Student Well-Being During COVID-19, and Beyond. Education and Urban Society. https://doi.org/10.1177/00131245211062527
Biggs, J., Kember, D., & Leung, D. Y. P. (2001). The revised two‐factor Study Process Questionnaire: R‐SPQ‐2F. British Journal of Educational Psychology, 71(1), 133–149. https://doi.org/10.1348/000709901158433
Çali, M., Lazimi, L., & Ippoliti, B. M. L. (2024). Relationship between student engagement and academic performance. International Journal of Evaluation and Research in Education, 13(4), 2210. https://doi.org/10.11591/ijere.v13i4.28710
Cents-Boonstra, M., Lichtwarck-Aschoff, A., Denessen, E., Aelterman, N., & Haerens, L. (2021). Fostering student engagement with motivating teaching: An observation study of teacher and student behaviours. Research Papers in Education, 36(6), 754–779. https://doi.org/10.1080/02671522.2020.1767184
Chowdhry, S., & Osowska, R. (2017). In Search of Intellectual Stimulation: Understanding the Relationship Between Motivation, Deep Learning and Stimulation in the Higher Education Classroom. Journal on Today’s Ideas - Tomorrow’s Technologies, 5(1), 9–29. https://doi.org/10.15415/jotitt.2017.51001
Colquitt, G., Pritchard, T., Johnson, C., & McCollum, S. (2017). Differentiating Instruction in Physical Education: Personalization of Learning. Journal of Physical Education, Recreation & Dance, 88(7), 44–50. https://doi.org/10.1080/07303084.2017.1340205
Cortina, K. S., Arel, S., & Smith-Darden, J. P. (2017). School Belonging in Different Cultures: The Effects of Individualism and Power Distance. Frontiers in Education, 2, 56. https://doi.org/10.3389/feduc.2017.00056
Dang, T., Du, W., Niu, M., & Xu, Z. (2025). The effects of personality traits on learning engagement among college students: The mediating role of emotion regulation. Frontiers in Psychology, 15, 1476437. https://doi.org/10.3389/fpsyg.2024.1476437
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
Dias, P., Veríssimo, L., Carneiro, A., & Duarte, R. (2024). The role of socio-emotional security on school engagement and academic achievement: Systematic literature review. Frontiers in Education, 9, 1437297. https://doi.org/10.3389/feduc.2024.1437297
Fornell, C., & Larcker, D. F. (1981). Evaluating Structural Equation Models with Unobservable Variables and Measurement Error. Journal of Marketing Research, 18(1), 39. https://doi.org/10.2307/3151312
Gasser, L., Grütter, J., Buholzer, A., & Wettstein, A. (2018). Emotionally supportive classroom interactions and students’ perceptions of their teachers as caring and just. Learning and Instruction, 54, 82–92. https://doi.org/10.1016/j.learninstruc.2017.08.003
Gaxiola Romero, J. C., Gaxiola Villa, E., Corral Frías, N. S., & Escobedo Hernández, P. (2020). Ambiente de aprendizaje positivo, compromiso académico y aprendizaje autorregulado en bachilleres. Acta Colombiana de Psicología, 23(2), 267–288. https://doi.org/10.14718/ACP.2020.23.2.11
Granero-Gallegos, A., Gómez-López, M., & Manzano-Sánchez, D. (2023). Effect of a Physical Education Teacher’s Autonomy Support on Self-Esteem in Secondary-School Students: The Mediating Role of Emotional Intelligence. Children, 10(10), 1690–1690. https://doi.org/10.3390/children10101690
Guo, W., Wang, J., Li, N., & Wang, L. (2025). The impact of teacher emotional support on learning engagement among college students mediated by academic self-efficacy and academic resilience. Scientific Reports, 15(1), 3670. https://doi.org/10.1038/s41598-025-88187-x
Hair, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., Danks, N. P., & Ray, S. (2021). Partial Least Squares Structural Equation Modeling (PLS-SEM) Using R: A Workbook. Springer International Publishing. https://doi.org/10.1007/978-3-030-80519-7
He, L., Feng, L., & Ding, J. (2024). The Relationship between Perceived Teacher Emotional Support, Online Academic Burnout, Academic Self-Efficacy, and Online English Academic Engagement of Chinese EFL Learners. Sustainability, 16(13), 5542. https://doi.org/10.3390/su16135542
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115–135. https://doi.org/10.1007/s11747-014-0403-8
Jones, A., & Penney, D. (2019). Investigating the ‘integration of theory and practice’ in examination physical education. European Physical Education Review, 25(4), 1036–1055. https://doi.org/10.1177/1356336X18791195
Kassab, S. E., Rathan, R., Taylor, D. C. M., & Hamdy, H. (2024). The impact of the educational environment on student engagement and academic performance in health professions education. BMC Medical Education, 24(1), 1278. https://doi.org/10.1186/s12909-024-06270-9
Li, J., & Xue, E. (2023). Dynamic Interaction between Student Learning Behaviour and Learning Environment: Meta-Analysis of Student Engagement and Its Influencing Factors. Behavioral Sciences, 13(1), 59–59. https://doi.org/10.3390/bs13010059
Li, W., Wei, K., Xu, T., & Wang, J. (2025). How goal clarity affects college students’ perceived effectiveness of online self-directed learning: Evidence from China. Education and Information Technologies. https://doi.org/10.1007/s10639-024-13304-8
Lobo, J. (2023a). Instructor Emotional Support, Academic Resiliency, and School Engagement in an Online Learning Setting during Covid-19 Pandemic. Journal of Learning for Development, 10(2), 252–266. https://doi.org/10.56059/jl4d.v10i2.826
Lobo, J. (2023b). Perceived Physical Education Teachers’ Emotional Support and its direct interrelation to Learners’ Academic Resilience. Sportis. Scientific Technical Journal of School Sport, Physical Education and Psychomotricity, 9(3), 527–544. https://doi.org/10.17979/sportis.2023.9.3.9797
Lobo, J. (2024). Perceived instructor’s emotional support and its mediating effect to students’ academic resilience and study engagement: In the case of a higher education institution in the Philippines. Interpersona: An International Journal on Personal Relationships, 18(2), 238–264. https://doi.org/10.5964/ijpr.10549
Longakit, J., Lobo, J., Gazali, N., Toring-Aque, L., Sayson, M., Aque Jr., F., Panganiban, T., Tagare Jr., R. L., Garcia Jr., A. L., Aquino, J. M. D., Sinag, J. M. D., & Celestial, E. F. (2025). The influence of teacher emotional support on academic engagement of university students: Examining the mediating role of academic motivation through the lens of Self-determination theory. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity, 11(2), 1–25. https://doi.org/10.17979/sportis.2025.11.2.11328
Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity. Educational Researcher, 38(2), 109–119. https://doi.org/10.3102/0013189X09332374
Prananto, K., Cahyadi, S., Lubis, F. Y., & Hinduan, Z. R. (2025). Perceived teacher support and student engagement among higher education students – a systematic literature review. BMC Psychology, 13(1), 112. https://doi.org/10.1186/s40359-025-02412-w
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
Rožman, M., Vrečko, I., & Tominc, P. (2025). Psychological Factors Impacting Academic Performance Among Business Studies’ Students. Education Sciences, 15(2), 121. https://doi.org/10.3390/educsci15020121
Schnitzler, K., Holzberger, D., & Seidel, T. (2021). All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement. European Journal of Psychology of Education, 36(3), 627–652. https://doi.org/10.1007/s10212-020-00500-6
Shen, Z., & Zhao, S. (2022). Legal Instructional Design by Deep Learning Theory Under the Background of Educational Psychology. Frontiers in Psychology, 13, 917174. https://doi.org/10.3389/fpsyg.2022.917174
Simón-Chico, L., González-Peño, A., Hernández-Cuadrado, E., & Franco, E. (2023). The Impact of a Challenge-Based Learning Experience in Physical Education on Students’ Motivation and Engagement. European Journal of Investigation in Health, Psychology and Education, 13(4), 684–700. https://doi.org/10.3390/ejihpe13040052
Su, W., & Liu, Q. (2025). The impact of physical education teacher support on sport participation among college students: The chain mediating effects of physical education learning motivation and self-efficacy. Frontiers in Psychology, 16, 1592753. https://doi.org/10.3389/fpsyg.2025.1592753
Xiong, X. (2025). Influence of teaching styles of higher education teachers on students‘ engagement in learning: The mediating role of learning motivation. Education for Chemical Engineers, 51, 87–102. https://doi.org/10.1016/j.ece.2025.02.005
Yang, Y., Chen, J., & Zhuang, X. (2025). Self-determination theory and the influence of social support, self-regulated learning, and flow experience on student learning engagement in self-directed e-learning. Frontiers in Psychology, 16, 1545980. https://doi.org/10.3389/fpsyg.2025.1545980
Zhang, C., & Yu, K. (2024). Exploration of Physical Education Teaching Reform in Colleges and Universities in the Context of Deep Learning. Applied Mathematics and Nonlinear Sciences, 9(1), 20242672. https://doi.org/10.2478/amns-2024-2672
Zhao, J., & Qin, Y. (2021). Perceived Teacher Autonomy Support and Students’ Deep Learning: The Mediating Role of Self-Efficacy and the Moderating Role of Perceived Peer Support. Frontiers in Psychology, 12, 652796. https://doi.org/10.3389/fpsyg.2021.652796