Motor skills as a predictor of academic performance | La aptitud motriz como predictor del rendimiento académico

Este estudio tuvo como objetivo determinar la asociación entre la aptitud motriz de estudiantes universitarios de primer ingreso y su desempeño académico en los dos periodos lectivos de inicio de la carrera de Educación Física, Deporte y Recreación. Participaron 83 voluntarios (Hombres = 60, Mujeres = 23) de la Universidad Veracruzana, México. La aptitud motriz se evaluó con ocho pruebas y el rendimiento académico se midió con el promedio ponderado de dos periodos consecutivos. Los análisis de regresión múltiple mostraron que el salto sin carrera (modelo 1), y gimnasia y encestes de baloncesto (modelo 2) predicen el rendimiento académico. En conclusión, la aptitud motriz predice parcialmente el rendimiento académico en estudiantes de primer ingreso.AbstractThe purpose of this study was to determine the association between the motor skills of first-year university students and their academic performance in the two initial academic terms of the Physical Education, Sports and Recreation degree. Eighty-three volunteers participated (Men = 60, Women = 23) from the Universidad Veracruzana, Mexico. Motor skills were evaluated with eight tests and academic performance was measured with the weighted average of two consecutive terms. Multiple regression analyses showed that standing jumping (model 1), and gymnastics and effective basketball throws (model 2) predicted academic performance. In conclusion, motor skills partially predict academic performance in first-year students

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Estudio comparativo del comportamiento de movimiento de 24 horas, en estudiantes universitarios de pedagogía en educación física (24-hour movement behaviors of univers of university students of pedagogy in physical education. Comparative study by gender,

Retos ◽

10.47197/retos.v43i0.87285 ◽

2021 ◽

Vol 43 ◽

pp. 177-184

Author(s):

Andrés Godoy Cumillaf ◽

Paola Fuentes-Merino ◽

Judith Jiménez-Díaz ◽

Jaime Vásquez-Gómez

Keyword(s):

Physical Education ◽

University Students ◽

Sedentary Behavior ◽

Sleep Time ◽

Sleep Efficiency ◽

First Year ◽

Sleep Patterns ◽

First Year Students ◽

Vigorous Intensity ◽

Estudiantes Universitarios

Investigaciones demuestran que estudiantes universitarios de Pedagogía en Educación Física presentan mejores parámetros de condición física, sin embargo, es poca la información disponible sobre comportamiento de movimiento de 24 horas, medidas de manera objetiva. El objetivo de la presente investigación es describir conducta sedentaria, AF y patrones de sueño; determinar si existen diferencias significativas entre estudiantes según sexo y año que se encuentran cursando en la universidad; y determinar si existe asociación entre intensidad de AF y patrones de sueño. Se trabajó con una muestra de 128 estudiantes, en los cuales se evaluó de manera objetiva conducta sedentaria, AF de intensidad ligera, moderada y vigorosa, y patrones del sueño (tiempo de sueño, tiempo en cama y eficiencia del sueño). Los resultados indican que los estudiantes de primer año presentan para las tres intensidades de AF, los valores más altos de minutos promedio por día (hombres: ligera= 71.5 min, moderada= 100.4 min, vigorosa= 12 min; mujeres: ligera= 80.3 min, moderada= 93.8 min, vigorosa= 6.5 min), además de presentar menor tiempo de sueño, sin embargo, su eficiencia del sueño es más alta. En conclusión, los estudiantes de primer año presentan menor tiempo de conducta sedentaria, mayor cantidad de AF en las tres intensidades y menor tiempo de sueño, pero mayor eficiencia. Al comparar por sexo, las mujeres presentan menor cantidad de AF de intensidad moderada y vigorosa. AF de intensidad ligera se asoció con los patrones del sueño evaluados. Abstract. Research shows that university students of Pedagogy in Physical Education present better parameters of physical condition, however, little information is available on sedentary behavior, physical activity (PA) and sleep patterns measured objectively. The objective of this research is to describe sedentary behavior, PA and sleep patterns; determine if there are significant differences between students according to sex and year of admission to university; and determine if there is an association between PA intensity and sleep patterns. We worked with a sample of 128 students, in which sedentary behavior, PA of light, moderate and vigorous intensity, and sleep patterns (sleep time, time in bed and sleep efficiency) were objectively evaluated. The results indicate that first year students present the highest values of average minutes per day for the three PA intensities (men: light = 71.5 min, moderate = 100.4 min, vigorous = 12 min; women: light = 80.3 min, moderate = 93.8 min, vigorous = 6.5 min), in addition to having less sleep time, however, their sleep efficiency is higher. In conclusion, first-year students present less time of sedentary behavior, greater amount of PA in the three intensities and less time of sleep, but greater efficiency. When comparing by sex, women present less PA of moderate and vigorous intensity. Light intensity PA was associated with assessed sleep patterns.

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SOCIODEMOGRAPHIC FACTORS, RELIGIOSITY, ACADEMIC PERFORMANCE, AND SUBSTANCE USE AMONG FIRST-YEAR UNIVERSITY STUDENTS IN SOUTH AFRICA

Psychological Reports ◽

10.2466/pr0.91.5.105-113 ◽

2002 ◽

Vol 91 (5) ◽

pp. 105 ◽

Cited By ~ 6

Author(s):

KARL PELTZER

Keyword(s):

South Africa ◽

Substance Use ◽

Academic Performance ◽

University Students ◽

Sociodemographic Factors ◽

First Year ◽

First Year University

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The Impact of Supplementary On-Line Resources on Academic Performance: A Study of First-Year University Students Studying Economics

International Education Studies ◽

10.5539/ies.v6n1p95 ◽

2012 ◽

Vol 6 (1) ◽

Cited By ~ 1

Author(s):

Elisa Birch ◽

Andrew Williams

Keyword(s):

Academic Performance ◽

University Students ◽

First Year ◽

On Line ◽

First Year University ◽

The Impact

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The ‘Double Transition’ for First-Year Students: Understanding the Impact of Covid-19 on South Africa’s First-Year University Students

Journal of Student Affairs in Africa ◽

10.24085/jsaa.v9i1.1429 ◽

2021 ◽

Vol 9 (1) ◽

pp. 77-92

Author(s):

Annsilla Nyar

Keyword(s):

University Students ◽

First Year ◽

First Year Students ◽

Student Transition ◽

Double Transition ◽

First Year University ◽

The Impact ◽

Academic Cycle ◽

Special Category ◽

First Year Student

While all students are affected by the advent of the Covid‑19 pandemic, the first‑year student population remains a special category of vulnerability for higher education. This is on account of the way the Covid‑19 pandemic has disrupted their transition into university and complicated the nature of their entry into and through the formal academic cycle. This article uses the notion of a ‘double transition’ as a framework for positioning and locating the first‑year student transition within the context of the prevailing Covid‑19 pandemic. ‘Double transition’ refers to an additional transition coupled with that of the first‑year transition, with regard to the extraordinary situation of students navigating their entry into the unfamiliar terrain of academia while simultaneously navigating the Covid‑19 pandemic. The article provides a circumscribed summary of the effects of Covid‑19 on university students and looks to describe and explain the nature and shape of first‑year transitions in relation to the transition necessitated by the Covid‑19 pandemic. It concludes with four key strategies for supporting first‑year students as the pandemic continues.

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Effect of Academic Background on Social Competence and its Relationship with Academic Motivation and Academic Performance of First Year University Students

Sukkur IBA Journal of Educational Sciences and Technologies ◽

10.30537/sjest.v1i1.713 ◽

2021 ◽

Vol 1 (1) ◽

pp. 16-28

Author(s):

Ghania Yamin ◽

Huma Khalid ◽

Fizza Tahir ◽

Erum Khatri ◽

Sidra Shoaib

Keyword(s):

Academic Performance ◽

Social Competence ◽

University Students ◽

Significant Relationship ◽

Academic Motivation ◽

First Year ◽

Academic Background ◽

Weak Relationship ◽

Significant Difference ◽

First Year University

Certain differences have been observed in the students belonging to different academic backgrounds hence the purpose of the current research was to explore the effect of academic background (i.e., Cambridge & HSSC) on Social Competence and to see its relationship with Academic motivation and Academic performance among first year university students. The hypothesis states that there is a significant difference between Social Competence and Academic Motivation of Cambridge and Higher Secondary School Certificate (HSSC) students. There also exists a significant relationship between Social competence, Academic motivation and Academic performance of first year university students. Research design of the study was comparative co-relational survey design. Whereas sampling technique used was purposive convenient sampling. There were N=166 participants (Males n=53 & Females n=113; Cambridge n=90 & HSSC n=76) with the age range of 18-23 years (M=2.76, SD=1.28) from different private and government universities of Karachi. Academic Motivation Scale (Vallerrand, et al., 1992) and Social Competence Scale (Shujja, Malik, & Khan, 2015) for Adolescence were used for measuring academic motivation and social competence whereas for academic performance previous grades in last given exams were demanded. Statistical analysis including T-test was used for measuring relationship variables of Academic Motivation, Social Competence and Academic Performance among first year university students show no significant relationship. a positive but weak relationship was discovered between social competence and intrinsic motivation. Furthermore, a weak relationship was identified between social competence and gender. This study will help increase insight and improvise the education system and teaching methodologies of both educational systems. Implications for teachers to use innovative methodologies and strategies while teaching to enhance students’ social and academic skills to positively influence their performance.

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Predicting First Year University Students’ Academic Success

Electronic Journal of Research in Educational Psychology ◽

10.25115/ejrep.v7i19.1351 ◽

2017 ◽

Vol 7 (19) ◽

Cited By ~ 1

Author(s):

Aboma Olani

Keyword(s):

Academic Success ◽

University Students ◽

First Year ◽

Las Mujeres ◽

First Year University ◽

Estudiantes Universitarios

Introducción: El abandono universitario prematuro debido al fracaso académico puede resultar problemático para los estudiantes, las familias y los educadores. En un mayor esfuerzo para comprender los factores asociados al éxito académico en la universidad, se examinaron medidas de redimiendo académico previo (puntuación media de acceso a la universidad, PPA), puntuaciones en test de aptitud, nota de selectividad y variables psicológicas (motivación, autoeficacia) en alumnado para predecir su nota media del primer año de carreraMétodo: Las puntuaciones académicas previas de 3301 estudiantes universitarios de primer año se obtuvieron mediante archives de datos previos. De la muestra total, 214 estudiantes rellenaron un autoinforme relativo a variables psicológicas. Los datos fueron analizados medainte análisis de regresión múltiple. La regresión fue utilizada para explicar el grado de predicción de la nota media obtenida durante el primer año de carrera predicha por las variables psicológicas analizadas y la puntuación media previa al ingreso en la universidad. El análisis de regresión múltiple por pasos se utilizó para identifican los predictores más importantes de la nota media del primer año de carrera.Resultados. Los resultados muestran que la combinación de las puntuaciones académicas y las variables psicológicas explican un 17% de la varianza encontrada en las puntuaciones medias obtenidas el primer año de universidad. La contribución única de las variables psicológicas explica el 4% de la varianza. Se observa un mayor porcentaje de la varianza explicada en nota media entre las mujeres (34%) en comparación con los hombres (15%). Además, la nota media de acceso a la universidad aparece como un predictor significativo para el rendimiento universitario en ambos sexos.Conclusión. Los resultados del estudio apoyan la conclusión de el rendimiento académico previo a la universidad predice los resultados obtenidos en la universidad. Los efectos de las varaibles psicológicas en el rendimiento no son significativos. Basadas en los hallazgos del estudio, se presentan algunas implicaciones prácticas para los servicios de apoyo al estudiante y el servicio de admisión universitaria.

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University students’ social interaction type specifics in the learning process

SHS Web of Conferences ◽

10.1051/shsconf/20196900093 ◽

2019 ◽

Vol 69 ◽

pp. 00093

Author(s):

Olga Rodina ◽

Liubov Gladkova ◽

Olga Selivanova

Keyword(s):

Social Interaction ◽

University Students ◽

Oil And Gas ◽

First Year ◽

Interaction Type ◽

First Year Students ◽

Theoretical Approaches ◽

Conflict Situations ◽

Definition Of ◽

First Year University

The author highlights the importance of human social interaction in training university students.The paper presents an overview of the conceptual aspects of social interaction in scientific research.Based on theoretical approaches to the definition of social interaction, the paper defines “social interaction” in the context of the classroom activities.The aim of the paper is to investigate and define the first-year university students’ interaction specifics in the learning process.The experiment involved 118 students from the Institute of Geology and Oil and Gas Production.On the basis of K.Thomas-Kilmann’s test questionnaire focused on determining a leading interaction type in conflict situations, social interaction type specifics of the first-year students of technical specialties were determined and described.

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First-Year Students' Self-Perceived Effects of Music on Two Tasks

10.4018/978-1-7998-7661-8.ch007 ◽

2022 ◽

pp. 119-134

Author(s):

Rachel Hall Buck ◽

Erica Payne

Keyword(s):

University Students ◽

Online Courses ◽

Cognitive Task ◽

First Year ◽

First Year Students ◽

Assessment Tasks ◽

Perceived Effects ◽

First Year University ◽

Study Halls

This chapter presents results from a study with first-year university students completing online courses during the COVID-19 pandemic. The goal of the study is to further understand how the same genre of music might impact the completion of two very different assessment tasks. Students in the study participated in two different virtual “study halls” in order to study for their semester final assessments. While further research is needed, results do highlight the need for students to be aware of which type of music to listen to while studying and specifically what kind of cognitive task they are completing.

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University Students' Adjustment Problems

Psychological Reports ◽

10.2466/pr0.1998.82.3c.1135 ◽

1998 ◽

Vol 82 (3_suppl) ◽

pp. 1135-1138 ◽

Cited By ~ 5

Author(s):

Varghese Iepen Cherian ◽

Lily Cherian

Keyword(s):

University Students ◽

Representative Sample ◽

Developed Countries ◽

First Year ◽

Adjustment Problems ◽

First Year Students ◽

The North ◽

The University ◽

First Year University ◽

University Of The North

Considerable information is available on the adjustment problems of first-year university students in developed countries, but comparatively little is known about such problems in Asia and Africa. This study of a representative sample of 1257 first-year students conducted at the University of the North showed that 33 to 85% of the first-year students experienced various adjustment problems.

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