Modelo estructural de mediación del apoyo de los compañeros entre el apoyo a la autonomía percibido por parte del docente y el aprendizaje profundo en la educación física universitaria
Palabras clave:
Apoyo a la Autonomía del Docente, Apoyo de los Compañeros, Aprendizaje Profundo, Educación Física, Educación SuperiorResumen
Fomentar el aprendizaje profundo en la Educación Física (EF) sigue siendo un desafío, especialmente en la educación superior, donde predominan los enfoques tradicionales centrados en el docente. Este estudio examinó el papel mediador del apoyo percibido de los compañeros en la relación entre el apoyo a la autonomía por parte del docente y el aprendizaje profundo entre estudiantes universitarios filipinos. Se realizó un estudio transversal mediante una encuesta a 367 estudiantes de grado, utilizando el Learning Climate Questionnaire (LCQ), el Revised Study Process Questionnaire (R-SPQ-2F) y la Teacher and Classmate Support Scale (TCSS). El Modelado de Ecuaciones Estructurales mediante Mínimos Cuadrados Parciales (PLS-SEM) reveló que el apoyo a la autonomía por parte del docente predijo significativamente el aprendizaje profundo (β=0.361, p<.001) y el apoyo de los compañeros (β=0.427, p<.001). Asimismo, el apoyo de los compañeros predijo significativamente el aprendizaje profundo (β=0.337, p<.001) y medió parcialmente la relación entre el apoyo a la autonomía por parte del docente y el aprendizaje profundo (β=0.144, p<.001). Estos hallazgos destacan la importancia de una enseñanza que apoye la autonomía y de la colaboración entre compañeros en la EF. Los resultados proporcionan información relevante para los docentes y responsables de la formulación de políticas educativas interesados en crear entornos centrados en el estudiante que favorezcan un aprendizaje más profundo y un compromiso académico sostenido.
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