Engagement and Self-Efficacy in Physical Education among Filipino College Students
DOI:
https://doi.org/10.64612/ijiv.v2i3.102Keywords:
Physical Education, student engagement, self-efficacy, descriptive-correlational research, Philippine higher educationAbstract
This study examined engagement and self-efficacy in Physical Education among college students in a university in Bacolod City, Philippines. It investigated differences across demographic groupings and the relationship between the two constructs. A descriptive–correlational research design was employed. Using stratified random sampling, 343 first-year college students enrolled in Physical Activities Toward Health and Fitness 2 participated in the study. Data were collected using a validated researcher-developed questionnaire that measured intellectual, cognitive, and academic engagement, as well as mastery experiences, social modeling, social persuasion, and psychological responses related to self-efficacy. Descriptive statistics, Mann–Whitney U test, Kruskal–Wallis H test, and Spearman’s rank correlation coefficient were used for data analysis. Results revealed high levels of engagement and self-efficacy among students across all measured dimensions. Significant differences were found by sex: male students reported higher engagement and self-efficacy, while no significant differences were observed across academic departments. A strong positive relationship between engagement and self-efficacy was identified (rs = 0.808, p < .01). The findings indicate that students’ perceived competence is closely associated with their level of participation in Physical Education. The study provides empirical evidence on motivational processes in a private university context. It offers insights for strengthening Physical Education programs that support sustained student participation and the development of confidence.
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