Modelling the associations between academic engagement, study process and grit on academic achievement of physical education and sport university students
© 2023. The Author(s)..
OBJECTIVE: The present study examined the impact of academic engagement, study processes, and grit on the academic achievement of physical education and sport university students.
METHODS: An internet-based survey recruited 459 university students aged 19-25 years (M = 21 ± 1.3) in physical education and sports (PES) to fill out questionnaires on Physical Education-Study Process Questionnaire (PE-SPQ), Physical Education-Grit (PE-Grit), academic engagement (A-USEI), and Grade Point Average (GPA). A path analysis was carried out to understand variable relationships.
RESULTS: Data from each variable exhibited symmetrical and normal distribution, as indicated by the skewness and kurtosis values. The model's fit indices showed sufficient Comparative Fit Index (CFI = 0.92), Tucker-Lewis Index (TLI = 0.90), Goodness of Fit Index (GFI = 0.99) and Normed Fit Index (NFI = 0.90) and showed acceptable levels. The results indicated a statistically significant positive impact of engagement (β = 0.299, p < 0.001) and study processes (β = 0.397, p < 0.001) on academic achievement. However, the effect of grit on achievement was non-significant.
CONCLUSIONS: Academic engagement as well as study processes are two important factors predicting academic achievement while grit seems to be not a major predictor. Hence, physical education and sport faculty and university administrators should prioritize student engagement as a determinant of academic outcomes by reforming or redesigning physical education and sport curriculum modules that can facilitate engagement.
| Medienart: |
E-Artikel |
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| Erscheinungsjahr: |
2023 |
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| Erschienen: |
2023 |
| Enthalten in: |
Zur Gesamtaufnahme - volume:11 |
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| Enthalten in: |
BMC psychology - 11(2023), 1 vom: 28. Nov., Seite 418 |
| Sprache: |
Englisch |
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| Beteiligte Personen: |
Tannoubi, Amayra [VerfasserIn] |
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| Links: |
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| Themen: |
Educational psychology |
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| Anmerkungen: |
Date Completed 30.11.2023 Date Revised 01.12.2023 published: Electronic Citation Status MEDLINE |
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| doi: |
10.1186/s40359-023-01454-2 |
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| funding: |
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| Förderinstitution / Projekttitel: |
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NLM365087572 |
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| 500 | |a published: Electronic | ||
| 500 | |a Citation Status MEDLINE | ||
| 520 | |a © 2023. The Author(s). | ||
| 520 | |a OBJECTIVE: The present study examined the impact of academic engagement, study processes, and grit on the academic achievement of physical education and sport university students | ||
| 520 | |a METHODS: An internet-based survey recruited 459 university students aged 19-25 years (M = 21 ± 1.3) in physical education and sports (PES) to fill out questionnaires on Physical Education-Study Process Questionnaire (PE-SPQ), Physical Education-Grit (PE-Grit), academic engagement (A-USEI), and Grade Point Average (GPA). A path analysis was carried out to understand variable relationships | ||
| 520 | |a RESULTS: Data from each variable exhibited symmetrical and normal distribution, as indicated by the skewness and kurtosis values. The model's fit indices showed sufficient Comparative Fit Index (CFI = 0.92), Tucker-Lewis Index (TLI = 0.90), Goodness of Fit Index (GFI = 0.99) and Normed Fit Index (NFI = 0.90) and showed acceptable levels. The results indicated a statistically significant positive impact of engagement (β = 0.299, p < 0.001) and study processes (β = 0.397, p < 0.001) on academic achievement. However, the effect of grit on achievement was non-significant | ||
| 520 | |a CONCLUSIONS: Academic engagement as well as study processes are two important factors predicting academic achievement while grit seems to be not a major predictor. Hence, physical education and sport faculty and university administrators should prioritize student engagement as a determinant of academic outcomes by reforming or redesigning physical education and sport curriculum modules that can facilitate engagement | ||
| 650 | 4 | |a Journal Article | |
| 650 | 4 | |a Educational psychology | |
| 650 | 4 | |a Higher education | |
| 650 | 4 | |a Learning outcomes | |
| 650 | 4 | |a Performance | |
| 650 | 4 | |a Student Engagement | |
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| 700 | 1 | |a Handrianto, Ciptro |e verfasserin |4 aut | |
| 700 | 1 | |a Azaiez, Fairouz |e verfasserin |4 aut | |
| 700 | 1 | |a Bragazzi, Nicola Luigi |e verfasserin |4 aut | |
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