Interweaving perceived instructors’ emotional support and students’ academic resilience in the physical education context through the lens of mindset and attachment theories

This study investigated the influence of perceived instructor emotional support on academic resilience among 363 first- and second-year university students enrolled in Physical Education (PE) courses at a State University in the Philippines. Using the Teacher Emotional Support (TES) Scale and Academic Resilience Scale (ARS-30), the research focused on three components of emotional support: Positive Climate (PC), Instructor’s Sensitivity (IS), and Regard for Adult Perspective (RAP). The findings revealed a significant relationship between TES and ARS, with IS and RAP influencing students’ ability to persevere through challenges. However, PC did not show a statistically significant influence on resilience. Regression analyses indicated that IS fostered resilience by addressing students’ emotional needs, while RAP enhanced autonomy and engagement by valuing students’ perspectives. These results underscored the importance of emotional support from PE instructors in creating inclusive environments that fostered student resilience. The study contributed to a growing body of literature emphasizing the critical role of university instructors in shaping students’ academic success and well-being. Practical recommendations included the need for professional development programs to equip PE instructors with strategies to provide adequate emotional support. Despite the limitations of a single institution sample, this research offered valuable insights into fostering resilience in higher education, particularly in contexts where academic and emotional challenges intersected. Future research was recommended to explore diverse educational settings to validate these findings and examine additional factors, such as socioeconomic status, that might have mediated these relationships.