Teacher Support in Adapted Physical Education and Learning Engagement among Physically Disadvantaged College Students: The Mediating Role of Psychological Resilience
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| Title: | Teacher Support in Adapted Physical Education and Learning Engagement among Physically Disadvantaged College Students: The Mediating Role of Psychological Resilience |
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| Language: | English |
| Authors: | Chengnan Lin (ORCID |
| Source: | Science Insights Education Frontiers. 2026 33(1):5307-5322. |
| Availability: | Insights Publisher. The Bonoi Group, 725 West Main Street, Suite F, Jamestown, NC 27282. Tel: 336-734-3249; e-mail: eic_sief@bonoi.org; Web site: http://bonoi.org/index.php/sief |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Adapted Physical Education, Students with Disabilities, Physical Disabilities, College Students, Teacher Influence, Learner Engagement, Resilience (Psychology), Predictor Variables, College Faculty, Foreign Countries |
| Geographic Terms: | China |
| ISSN: | 2644-058X 2578-9813 |
| Abstract: | Despite the advancements in inclusive education policies, physically disadvantaged college students still experience low engagement due to inadequate pedagogical adaptation and lack of psychological resources. Grounded in social support theory and positive psychology, the study aims to examine the direct relationship between teacher support and student learning engagement, and to assess the mediating effect of psychological resilience. A quantitative, cross-sectional survey design was used, involving 337 students from seven public and private universities. Data were collected through validated scales on teacher support, psychological resilience, and learning engagement. Paper-based surveys were administered in classrooms with informed consent and analyzed using PROCESS Macro (Model 4) in SPSS 29.0. Research methods included descriptive statistics, correlation, regression, and bootstrapped mediation analysis. The results reveal that teacher support significantly and positively predicted both student psychological resilience and learning engagement, with psychological resilience partially mediating the relationship between teacher support and student engagement. The study underscores the importance of emotional support and psychological empowerment in inclusive physical education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506332 |
| Database: | ERIC |
| Abstract: | Despite the advancements in inclusive education policies, physically disadvantaged college students still experience low engagement due to inadequate pedagogical adaptation and lack of psychological resources. Grounded in social support theory and positive psychology, the study aims to examine the direct relationship between teacher support and student learning engagement, and to assess the mediating effect of psychological resilience. A quantitative, cross-sectional survey design was used, involving 337 students from seven public and private universities. Data were collected through validated scales on teacher support, psychological resilience, and learning engagement. Paper-based surveys were administered in classrooms with informed consent and analyzed using PROCESS Macro (Model 4) in SPSS 29.0. Research methods included descriptive statistics, correlation, regression, and bootstrapped mediation analysis. The results reveal that teacher support significantly and positively predicted both student psychological resilience and learning engagement, with psychological resilience partially mediating the relationship between teacher support and student engagement. The study underscores the importance of emotional support and psychological empowerment in inclusive physical education. |
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| ISSN: | 2644-058X 2578-9813 |
