scholarly journals Physical Activity and Mental Toughness as Antecedents of Academic Burnout among School Students: A Latent Profile Approach

2019 ◽  
Vol 16 (11) ◽  
pp. 2024 ◽  
Author(s):  
Peggy Cheung ◽  
Chunxiao Li
Keyword(s):  
Physical Activity ◽  
Secondary School ◽  
Secondary School Students ◽  
Mental Toughness ◽  
School Students ◽  
Academic Burnout ◽  
Latent Profile Analyses ◽  
Current Survey ◽  
Potential Risk Factors ◽  
Latent Profile

Background: The purpose of the current survey-based study was to identify patterns of academic burnout and their antecedents among secondary school students. Methods: Secondary school students (n = 1209) completed a survey measuring academic burnout, physical activity, and mental toughness. Results: Using latent profile analyses, three burnout profiles were identified: a “moderately engaged group” (n = 699; 57.8%), a “burnout group” (n = 389; 32.2%), and a “well-functioning group” (n = 121; 10.0%). Group comparisons revealed that the “well-functioning group” reported significantly higher levels of physical activity and mental toughness than the other two groups. Conclusions: These findings suggest that lack of physical activity and mental toughness are potential risk factors for academic burnout. These findings may inform the development of intervention programs for academic burnout.

scholarly journals Academic Burnout and Academic Achievement among Secondary School Students in Kenya

2020 ◽  
Vol 2020 ◽  
pp. 1-6
Author(s):  
Syprine Oyoo ◽  
Peter Mwaura ◽  
Theresia Kinai ◽  
Josephine Mutua
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary School Students ◽  
Maslach Burnout Inventory ◽  
Student Survey ◽  
School Students ◽  
Academic Burnout ◽  
Context Data ◽  
Academic Grades ◽  
The Relationship

The study examined the relationship between academic burnout and academic achievement among secondary school students in the Kenyan context. Data were collected from 714 form 4 students (equivalent to 12th graders) drawn from 31 public secondary schools. The Maslach Burnout Inventory Student Survey was used. Academic achievement was measured using students’ grades in end of term examinations. The results of the Pearson product moment correlation of coefficient revealed a significant inverse relationship between academic burnout and academic achievement (r (712) = −0.24, p<0.01). Furthermore, regression analysis revealed that academic efficacy significantly predicted academic achievement (β = 0.18, p<0.01). A key implication of the findings is that examination-oriented approach to learning be reduced to ease the pressure exerted on learners for good academic grades.

scholarly journals Teaching Games for Understanding Intervention to Promote Physical Activity among Secondary School Students

2018 ◽  
Vol 2018 ◽  
pp. 1-11 ◽  
Author(s):  
Min Wang ◽  
Lijuan Wang
Keyword(s):  
Physical Activity ◽  
Secondary School ◽  
Secondary School Students ◽  
Vigorous Physical Activity ◽  
Physical Activities ◽  
Intervention Period ◽  
School Students ◽  
Intervention Phase ◽  
Teaching Games For Understanding ◽  
Class Time

Objectives. This study investigated the effectiveness of Teaching Games for Understanding (TGfU) intervention on the moderate-to-vigorous physical activity (MVPA) levels of students from Grades 9 and 10. Methods. A total of 118 students from four classes (two TGfU groups and two technique groups) participated in this study. Accelerometers were used to measure the MVPA time of students, and formal interviews were conducted to identify the factors that contributed to the MVPA level of students in TGfU classes. Results. The results reveal that the TGfU [t (1, 57) = - 11.622, p <.001, and d =.841] and technical [t (1, 61) = -4.232, p <.001, and d =.236] group exhibited significantly improved MVPA levels in intervention phase. During the intervention period, the MVPA time of the TGfU group (M = 20.26, SD = 3.74) was significantly longer than that of the technique group [M = 17.62, SD = 3.37, t (1, 118) = 4.023, p < .001, and d = .35]. Moreover, in the TGfU classes, boys (M=21.476, SD =.719) spent significantly more time engaging in MVPA than girls (M = 19.135, SD = .645) [F (1, 57) = 5.807, p = .019, and η2= .09]. However, no significant differences were determined between the MVPA levels of high- and low-skilled students. Data gathered through interviews suggested that the nature of the games, the small-sided team, and the freedom and enjoyment experienced by the students through games may explain the high MVPA levels observed in the TGfU classes. Conclusion. TGfU intervention can potentially be used to promote physical activities and attain the recommended MVPA time in PE classes (50% class time).

scholarly journals Physical Activity Stage of Change and Its Related Factors in Secondary School Students of Sarableh City: A Perspective from Iran

2018 ◽  
Vol 6 (8) ◽  
pp. 1517-1521 ◽  
Author(s):  
Ali Saeidi ◽  
Amin Mirzaei ◽  
Behzad Mahaki ◽  
Asadollah Jalali ◽  
Mohsen Jalilian
Keyword(s):  
Physical Activity ◽  
Secondary School ◽  
Transtheoretical Model ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Pearson Correlation ◽  
Stage Of Change ◽  
School Students ◽  
Related Factors ◽  
One Way Anova

BACKGROUND: Physical activity is highly beneficial to health. These benefits are so important and indispensable for adolescents.AIM: The aim of this study was to investigate the Physical activity stage of change and its related factors in the male secondary School students of Sarableh city.MATERIAL AND METHODS: In a cross-sectional study, 261 male secondary School students possessing the eligibility criteria were selected using the simple random sampling technique. After giving their informed consent, the students filled the stage of change questionnaire and the structures of the transtheoretical model in a self-reporting manner. Using SPSS.21, the data were analysed through One-way ANOVA and Pearson correlation test with a 0.05 level of significance.RESULTS: The mean age of the students was 16.16±0.89 years. According to the stage of change, 26.8 per cent (n = 70) were in preaction stages (precontemplation, contemplation, and preparation) and 73.2 per cent (n = 191) were in action and maintenance stages. The one-way ANOVA revealed that awareness is raising, self-reevaluation, counter conditioning and reinforcing management differed significantly across stages (P < 0.05). However, this difference is not significant for other cognitive and behavioural processes (P > 0.05). According to the findings, increase in the self-efficacy, pros and decrease in cons was found by students' progress in the Physical activity stage of change (P < 0.05).CONCLUSION: Self-efficacy and processes of change are warranted when designing Physical activity stage interventions in the adolescents.

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