Teacher and parental support affect academic achievement through students' passion in physical education?

Abstract

This study aims to investigate the relationship between teacher support (TS), parental support (PS) which was mediated by students' passion (SP) towards students' academic achievement (AA) in physical education (PE) learning. A total of 490 from 6 high schools from the city of Surabaya (Indonesia) with gender (male = 269, female = 221) were recruited for this study. The TS questionnaire was the Perceived Teacher Support Scale (PTSS), PS with the Perceived Social Support Scale (PSSS), SP with The Passion Scale (TPS) and Grade Point Average (GPA). Path analysis and linear regression were performed to understand the relationship of variable. The direct effects results showed that all factors were positively related to scores: TS → AA (estimate = 0.135, p < .001), and PS → AA (estimate = -0.199, p < .001). Meanwhile, findings from the indirect effects analysis showed that TS → SP → AA (estimate = 0.035, p = 0.002), and PS → SP → AA (estimate = 0.033, p = 0.004). Furthermore, the findings on the path coefficients showed that TS → AA (estimate = 0.135, p < .001), TS → SP (estimate = 0.083, p = 0.001), PS → AA (estimate = -0.199, p < .001), PS → SP (estimate = 0.071, p = 0.003), SP → AA (estimate = 0.471, p < .001). The linear regression analysis obtained value of R2 = 0.303 (30.3%), thus it was stated that the model has high goodness of fit. TS and PS which was mediated by SP were important factors in predicting AA achievement in PE learning, therefore, teachers and students must prioritize and pay attention to these variables.