The Influence of Learning Models and Resilience on Students' Critical Thinking and Self-Efficacy in Physical Education

This research explores the effects of Problem-Based Learning (PBL) and Project-Based Learning (PjBL) on students' critical thinking, self-efficacy, and resilience in Physical Education classes. A 2×2 factorial experimental design was applied using a quantitative approach, with high school students as participants. Data were obtained through standardized tests of critical thinking, validated self-efficacy questionnaires, and reliable resilience scales. The dataset was analyzed using paired and independent samples t-tests, followed by ANOVA to assess interaction effects. The findings revealed: (1) a significant difference between PBL and PjBL (p = 0.000 < 0.05) in critical thinking, with PBL yielding a stronger effect; (2) a significant difference in self-efficacy between the two models (p = 0.000 < 0.05), favoring PBL; (3) an interaction effect between the learning model and resilience on critical thinking (p = 0.000 < 0.05); and (4) a significant interaction effect between the two variables on self-efficacy (p = 0.000 < 0.05). In particular, PBL produced higher gains in both critical thinking and self-efficacy among students with high resilience. Meanwhile, for students with lower resilience, PBL continued to enhance critical thinking, although both models had comparable effects on self-efficacy. These outcomes highlight the role of innovative instructional strategies in fostering essential cognitive and motivational competencies in Physical Education.