Dataset for: THE MEDIATING EFFECT OF SELF-EFFICACY ON PERCEIVED TEACHER AUTONOMY SUPPORT AND DEEP LEARNING IN PHYSICAL EDUCATION

This study examined the mediating role of self-efficacy in the relationship between perceived teacher autonomy support and deep learning in Physical Education from a selected public higher education institution. Although autonomy-supportive teaching is widely recognized for enhancing student motivation and engagement, the specific processes that facilitate deep learning are not yet fully understood. Particularly in the Philippines, where scholarly works in relation to these constructs has yet to be documented. Therefore, using Partial Least Squares-Structural Equation Modeling (PLS-SEM), the study analyzed responses from 655 undergraduate students enrolled in Physical Activity Towards Health and Fitness courses. Results indicate that perceived teacher autonomy support has a direct and significant effect on deep learning and self-efficacy. Additionally, self-efficacy positively influences deep learning and serves as a partial mediator in the relationship between perceived autonomy support and deep learning. These findings underscored the importance of fostering autonomy-supportive teaching practices in PE to cultivate students’ confidence in their abilities, leading to deeper cognitive engagement. Despite the established literature on these constructs, existing research has largely focused on primary and secondary education, with minimal studies examining this in PE in the higher education settings. This study bridges this gap by offering empirical evidence from a Philippine higher education institution, contributing to both local and global discussions on effective PE pedagogy. Future research should explore similar relationships in varied educational settings to further validate the findings. These insights have implications for curriculum development, emphasizing the role of autonomy-supportive teaching in fostering both cognitive and physical engagement in PE.