A structural mediation model of peer support between perceived teacher autonomy support and deep learning in tertiary physical education
Keywords:
Teacher Autonomy Support, Peer Support, Deep Learning, Physical Education, Higher EducationAbstract
Fostering deep learning in Physical Education (PE) remains challenging, especially in higher education, where traditional teacher-centered approaches prevail. This study examined the mediating role of perceived peer support in the relationship between teacher autonomy support and deep learning among Filipino university students. A cross-sectional survey was conducted with 367 undergraduate students using the Learning Climate Questionnaire (LCQ), Revised Study Process Questionnaire (R-SPQ-2F), and the Teacher and Classmate Support Scale (TCSS). Partial Least Squares-Structural Equation Modeling (PLS-SEM) revealed that teacher autonomy support significantly predicted deep learning (β=0.361, p<.001) and peer support (β=0.427, p<.001). Peer support also significantly predicted deep learning (β=0.337, p<.001) and partially mediated the teacher autonomy-deep learning relationship (β=0.144, p<.001). These findings emphasize the importance of autonomy-supportive teaching and peer collaboration in PE. The results provide insights for educators and policymakers aiming to create student-centered environments that foster deeper learning and sustained academic engagement.
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