The Multifaceted Learning Climate: Exploring the interplay of teacher effectiveness, peer dynamics, and environmental factors in Physical Education engagement
DOI:
https://doi.org/10.55040/bha7k350Keywords:
physical education, student engagment, learning climate, teacher effectiveness, peer dynamicsAbstract
This study explored the multifaceted learning climate in higher education Physical Education (PE) by examining the interplay of teacher effectiveness, peer dynamics, and environmental factors on student engagement. Employing a mixed-methods design with 1,955 university students, the research integrated quantitative survey data with qualitative insights. Multiple linear regression analysis revealed that the three domains collectively accounted for 77% (R² = .77) of the variance in student motivation and engagement. Peer dynamics emerged as the strongest predictor (β = .42), followed by safety in the learning environment (β = .32) and teacher effectiveness (β = .27). Qualitative findings corroborated these results, highlighting that while students perceived teaching as highly effective, their engagement was more significantly influenced by the quality of peer interactions and the physical learning environment. Key deterrents included overcrowded facilities, excessive heat, and social exclusion, whereas motivators included supportive peer relationships, varied activities, and encouraging instructors. The findings underscore that fostering a safe, socially supportive, and well-resourced environment is as critical as effective teaching for enhancing student engagement in PE. This study provides evidence-based recommendations for educators and administrators to cultivate a holistic and motivating PE learning climate.
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