Relationship between Perceived Teacher Support and Student Engagement in Physical Education: A Systematic Review

Abstract

Student engagement is an essential indicator of educational quality and an instability behavior influenced by teachers. However, research on how teacher support influences this behavioral outcome in physical education has started late compared to academic settings. Hence, this systematic review aims to examine the empirical literature regarding the relationship between perceived teacher support and student engagement in physical education. This review complied with the PRISMA statement and ultimately found 11 eligible studies through the literature utilizing several databases, namely, Web of Science, SCOPUS, PsycINFO, ERIC, and SPORTDiscus. The results revealed a significant positive relationship between perceived teacher support and multiple dimensions of student engagement in physical education, especially in behavioral and emotional engagement. Mediating effects were found in five studies, and autonomous motivation and psychological need satisfaction were the crucial mediators. Teacher support plays a vital role in positive student–teacher interactions and students demonstrate enhanced engagement in physical education learning when teachers provide autonomy, competence, and emotional support. This study has great significance for developing instructional strategies to improve the sustainability of student engagement in physical education and also provides insight for researchers exploring options for optimizing motivational teaching styles to promote the development of sustainable teaching practices.

Psychometric Validation of the Adult Prosocialness Behavior Scale in a Professional Teaching Context

“…One is the micro-intrapersonal, which refers to dispositions and tendencies; another is the meso-intrapersonal, concerning behaviors directed to a person or small groups [ 1 ]. It is possible to associate both with teaching suitability [ 20 ] and the configuration of socioemotional competences that facilitate and/or make possible multiple benefits for children and adolescent students [ 7 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 ]. A third level, macro in nature, distinguishes behaviors displayed by and directed toward beneficiaries on a large scale, as well as toward group processes [ 1 ].…”

“…The deployment of their social and emotional competencies improves classroom relationships [ 21 , 22 ] and increases students’ prosocial motivation as they are role models for them [ 23 ]. In addition, it fosters cognitive activation [ 24 ], participation [ 25 ], autonomy [ 26 ], and academic self-efficacy [ 27 ]. On the other hand, its agency can induce collective efficacy to reduce aggression in school [ 7 , 28 , 29 ] and become a vigorous support for students who have suffered adversity [ 30 ], trauma [ 31 ], and addiction problems [ 32 ].…”

Spirituality-based action competence for sustainability among prospective biology teacher in Indonesia

“…When the educational setting promotes gender equality in terms of learning opportunities and the development of practical skills, both male and female students possess an equal capacity to cultivate ACS. (Aldraiweesh & Alturki, 2023;De Prada et al, 2022;Guo et al, 2023;Hanisch & Eirdosh, 2023;Merayo & Ayuso, 2023;Qi et al, 2023;Tabassum & Nayak, 2021;Taylor, 2017;Zvavahera et al, 2023). Social, cultural, and value factors that change over time may also play a role in reducing gender differences in the development of action competencies in higher education institutions (Andersen & Smith, 2022;Balducci, 2023;Lundberg, 2020).…”

The Effect of Teacher Support on the Sustainable Online Academic Self-Efficacy of College Students: The Mediating Effect of Academic Procrastination

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