Relationship between Perceived Teacher Support and Student Engagement in Physical Education: A Systematic Review

Abstract

Student engagement is an essential indicator of educational quality and an instability behavior influenced by teachers. However, research on how teacher support influences this behavioral outcome in physical education has started late compared to academic settings. Hence, this systematic review aims to examine the empirical literature regarding the relationship between perceived teacher support and student engagement in physical education. This review complied with the PRISMA statement and ultimately found 11 eligible studies through the literature utilizing several databases, namely, Web of Science, SCOPUS, PsycINFO, ERIC, and SPORTDiscus. The results revealed a significant positive relationship between perceived teacher support and multiple dimensions of student engagement in physical education, especially in behavioral and emotional engagement. Mediating effects were found in five studies, and autonomous motivation and psychological need satisfaction were the crucial mediators. Teacher support plays a vital role in positive student–teacher interactions and students demonstrate enhanced engagement in physical education learning when teachers provide autonomy, competence, and emotional support. This study has great significance for developing instructional strategies to improve the sustainability of student engagement in physical education and also provides insight for researchers exploring options for optimizing motivational teaching styles to promote the development of sustainable teaching practices.