Perceived responsibility classroom climate in Physical Education through the perspective of Responsibility-Based Education preventing cognitive failures

In recent years, the role of perceived responsibility in classroom climates has gained attention due to its potential impact on students’ cognitive performance. This study examined how a Responsibility-Based educational framework influenced cognitive failures—such as forgetfulness, distractibility, and false triggering—among undergraduate students in Physical Education classes at a State University in the Philippines. A sample of 617 students was used, and multiple regression analysis was performed to explore the relationship between the perceived responsibility classroom climate shaped by students and instructors and various cognitive failures. The results revealed that overall cognitive failures were significantly influenced by the perceived responsible classroom climate generated by both students and instructors. Notably, the perceived responsibility classroom climate generated by students significantly influenced forgetfulness, while the climate generated by students and instructors directly affected false triggering. Although the overall classroom climate did not influence distractibility, an independent analysis showed that the perceived responsibility climate generated solely by instructors predicted distractibility. These findings suggested that fostering a culture of accountability and support in educational environments could enhance students’ organizational skills and stress management, ultimately reducing cognitive failures. This study presented a vital advancement to educational scholarship by emphasizing the intricate link between responsibility in classroom settings and cognitive outcomes, particularly in Physical Education environments. The implications of these findings for educational practices, along with the study’s recommendations and limitations, were discussed in detail.