Galeano-Rojas Dilan, Cuadros-Juárez Marina, León Reyes Borys Bismark, Castelo Reyna Mónica Alexandra, Farías-Valenzuela Claudio, Valdivia-Moral Pedro
Department of Musical, Plastic and Corporal Expression Didactics, Faculty of Educational Sciences, Universidad de Granada, 18071 Granada, Spain.
Facultad de Educación, Universidad Estatal de Milagro UNEMI, Machala 070201, Ecuador.
Children (Basel). 2024 Sep 25;11(10):1161. doi: 10.3390/children11101161.
The main objective of this study is to analyze the relationships between academic performance, physical activity, and academic stress in secondary education students, while the secondary objective is to establish differences by gender in the physical activity and academic stress levels of secondary students based on academic performance.
The sample was composed of students from both sexes who attended public institutions. Data collection was conducted applying an ad hoc questionnaire for academic performance, the PAQ-C questionnaire for physical activity, and the QASSE questionnaire for academic stress. Data analysis was performed using descriptive statistics: Spearman's correlation coefficient was used for associations, while comparisons were conducted via the Mann-Whitney U test and Kruskal-Wallis H test.
The results show that academic stress is negatively correlated with physical activity and academic performance. Men present significantly higher values in physical activity, while women present higher mean values in general academic stress and the academic overload dimension. Lastly, regarding academic performance, significant differences were observed in the family pressure dimension, with students who perform better academically presenting lower mean values in this dimension of academic stress.
In conclusion, the more the general academic stress, the lower the physical activity levels and academic performance. In addition, physical activity appears as a potential coping strategy for academic stress, and its influence on academic performance should be further studied in secondary education.
本研究的主要目的是分析中学生的学业成绩、体育活动与学业压力之间的关系，次要目的是根据学业成绩确定中学生体育活动和学业压力水平在性别上的差异。
样本由就读于公立机构的男女学生组成。通过应用专门设计的学业成绩问卷、体育活动问卷PAQ-C和学业压力问卷QASSE进行数据收集。数据分析采用描述性统计：使用斯皮尔曼相关系数进行相关性分析，通过曼-惠特尼U检验和克鲁斯卡尔-沃利斯H检验进行比较。
结果表明，学业压力与体育活动和学业成绩呈负相关。男性在体育活动方面的数值显著更高，而女性在总体学业压力和学业负担维度方面的均值更高。最后，关于学业成绩，在家庭压力维度上观察到显著差异，学业表现较好的学生在该学业压力维度上的均值较低。
总之，总体学业压力越大，体育活动水平和学业成绩越低。此外，体育活动似乎是应对学业压力的一种潜在策略，其对学业成绩的影响在中等教育中应进一步研究。
