Abstract

This study examined the mediating role of self-efficacy in the relationship between perceived teacher autonomy support and deep learning in physical education from a selected public higher education institution. Although autonomy-supportive teaching is widely recognized for enhancing student motivation and engagement, the specific processes that facilitate deep learning are not yet fully understood. Particularly in the Philippines, where scholarly works in relation to these constructs, has yet to be documented. Anchored in a quantitative, cross-sectional and predictive design, this study employed Partial Least Squares-Structural Equation Modeling to analyze responses from 655 undergraduate students enrolled in Physical Activity towards Health and Fitness courses. Results indicate that perceived teacher autonomy support has a direct and significant effect on deep learning and self-efficacy. Additionally, self-efficacy positively influences deep learning and serves as a partial mediator in the relationship between perceived autonomy support and deep learning. These findings underscore the importance of fostering autonomy-supportive teaching practices in physical education to cultivate students’ confidence in their abilities, leading to deeper cognitive engagement. Despite the established literature on these constructs, existing research has largely focused on primary and secondary education, with minimal studies examining this in physical education in higher education settings. This study bridges that gap by offering empirical evidence from a Philippine higher education institution, contributing to both local and global discussions on effective physical education pedagogy. Future research should explore similar relationships in varied educational contexts to further validate the findings. These insights have implications for curriculum development, emphasizing the role of autonomy-supportive teaching in fostering both cognitive and physical engagement in physical education.  

Keywords

References

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