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

Author

Listed:
  • Qi Guo

    (Department of Sports Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang 43400, Malaysia)

  • Shamsulariffin Samsudin

    (Department of Sports Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang 43400, Malaysia)

  • Xiaoming Yang

    (Department of Sports Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang 43400, Malaysia)

  • Jianxin Gao

    (Department of Sports Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang 43400, Malaysia)

  • Mohd Aswad Ramlan

    (Department of Recreation and Ecotourism, Faculty of Forestry and Environment, Universiti Putra Malaysia, Serdang 43400, Malaysia)

  • Borhannudin Abdullah

    (Department of Sports Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang 43400, Malaysia)

  • Noor Hamzani Farizan

    (Defence Fitness Academy, National Defence University of Malaysia, Kem Sungai Besi, Kuala Lumpur 57000, Malaysia)

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.

Suggested Citation

  • Qi Guo & Shamsulariffin Samsudin & Xiaoming Yang & Jianxin Gao & Mohd Aswad Ramlan & Borhannudin Abdullah & Noor Hamzani Farizan, 2023. "Relationship between Perceived Teacher Support and Student Engagement in Physical Education: A Systematic Review," Sustainability, MDPI, vol. 15(7), pages 1-18, March.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:7:p:6039-:d:1112384
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    References listed on IDEAS

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    1. Javier Coterón & Evelia Franco & Carmen Ocete & Javier Pérez-Tejero, 2020. "Teachers’ Psychological Needs Satisfaction and Thwarting: Can They Explain Students’ Behavioural Engagement in Physical Education? A Multi-Level Analysis," IJERPH, MDPI, vol. 17(22), pages 1-15, November.
    2. Alba González-Peño & Evelia Franco & Javier Coterón, 2021. "Do Observed Teaching Behaviors Relate to Students’ Engagement in Physical Education?," IJERPH, MDPI, vol. 18(5), pages 1-13, February.
    3. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
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    1. Hong Duan & Wei Zhao & Zhenjun Zhang & Jinhong Tao & Xiaoqing Xu & Nuo Cheng & Qian Guo, 2024. "The Effect of Teacher Support on the Sustainable Online Academic Self-Efficacy of College Students: The Mediating Effect of Academic Procrastination," Sustainability, MDPI, vol. 16(5), pages 1-17, March.

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