Teacher Interpersonal Behavior and Physical Self-perception as Predictors of Situational Interest in PE among University Students in Davao Oriental

Abstract

Grounded in Self-Determination Theory, which posits that motivation is enhanced when the basic psychological needs for autonomy, competence, and relatedness are supported, this study examined whether teacher interpersonal behavior and physical self-perception significantly associated with university students’ situational interest (SI) in physical education (PE) in Davao Oriental, Philippines. This paper employed a quantitative, descriptive-correlational method with 369 university students as respondents and utilized validated standardized instruments. Stratified random sampling was used to obtain an effective representation of participants. In analyzing the data gathered, mean, Pearson r, and multiple linear regression were applied. Results indicated that teacher interpersonal behavior (M = 4.01) and students’ SI in PE (M = 3.92) were rated high, while physical self-perception (M = 3.04) was moderate. Significant positive relationships were found between teacher interpersonal behavior and SI in PE (r = .406, P = .000), and between physical self-perception and SI in PE (r = .397, P = .000). Regression analysis further revealed that both variables jointly explained a significant portion of the variance in students’ SI in PE (R² = .202, P = .001). The findings imply that teachers who demonstrate supportive interpersonal behavior and encourage students’ confidence in their physical abilities can significantly influence students’ SI in PE classes.