Predicting University Engagement of Physical Education Teacher Education (PETE) Students via Three Positive Traits
Life Satisfaction, Academic Resilience, and Curiosity
DOI:
https://doi.org/10.7160/eriesj.2025.180304Keywords:
academic resilience, curiosity, life satisfaction, physical education teacher education, education policyAbstract
Previous studies have examined life satisfaction, academic resilience, and curiosity as individual predictors of student engagement. Yet, limited evidence addresses how these traits collectively relate to university engagement, particularly among Physical Education Teacher Education (PETE) students. This study investigated the predictive roles of life satisfaction (LS), academic resilience (ARS), and curiosity and exploration (CUR) in relation to university engagement (UE) and its three dimensions: vigor (VI), dedication (DE), and absorption (ABS). A sample of 2,730 PETE students from higher education institutions across the Philippines participated, and regression analyses were conducted. Results showed that curiosity consistently demonstrated significant associations with overall university engagement and each dimension. Academic resilience related only to dedication, while life satisfaction revealed no significant links with any domain. These findings suggest that while LS and ARS may support broader well-being, curiosity is more directly tied to participation, emotional commitment, and cognitive immersion in university life. For PETE students, whose engagement spans academic and performance demands, cultivating curiosity may be vital. The study highlights the importance of fostering learning environments that encourage exploration and openness, thereby strengthening engagement and better preparing future educators to navigate the complexities of teaching and lifelong professional growth.
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