Higher Institute of Sport and Physical Education of Kef, University of Jendouba, Jendouba, Tunisia.
Higher Institute of Sport, and Physical Education of Sfax, University of Sfax, Sfax, Tunisia.
BMC Psychol. 2023 Nov 28;11(1):418. doi: 10.1186/s40359-023-01454-2.
The present study examined the impact of academic engagement, study processes, and grit on the academic achievement of physical education and sport university students.
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.
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.
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.
本研究考察了学术投入、学习过程和坚毅对体育教育专业大学生学业成绩的影响。
本研究采用基于互联网的问卷调查，共招募了 459 名年龄在 19-25 岁的体育教育和运动专业（PES）大学生（M=21±1.3），让他们填写体育教育学习过程问卷（PE-SPQ）、体育教育坚毅量表（PE-Grit）、学术投入量表（A-USEI）和平均绩点（GPA）。采用路径分析来理解变量关系。
各变量的数据呈现出对称和正态分布，偏度和峰度值均表明如此。模型的拟合指数显示出足够的比较拟合指数（CFI=0.92）、Tucker-Lewis 指数（TLI=0.90）、良好拟合指数（GFI=0.99）和归一化拟合指数（NFI=0.90），达到了可接受的水平。结果表明，投入（β=0.299，p<0.001）和学习过程（β=0.397，p<0.001）对学业成绩有统计学上的显著正向影响。然而，坚毅对成绩的影响不显著。
学术投入以及学习过程是预测学业成绩的两个重要因素，而坚毅似乎不是一个主要的预测因素。因此，体育教育和运动专业的教师和大学管理人员应该将学生的投入作为学术成果的决定因素，通过改革或重新设计体育教育和运动课程模块来促进学生的投入。
