scholarly journals High school students’ academic performance associated with psychological aspects, body practices and physical activity

2020 ◽  
Vol 31 (1) ◽  
Author(s):  
Guilherme da Silva Gasparotto ◽  
Aline Bichels ◽  
Thaynara do Prado Szeremeta ◽  
Gislaine Cristina Vagetti ◽  
Valdomiro de Oliveira
Keyword(s):  
Physical Activity ◽  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Extracurricular Activities ◽  
Self Concept ◽  
School Students ◽  
The Mean ◽  
Body Practices ◽  
Academic Self Efficacy

The objective of this study was to verify the association of psychological factors and body practices with the academic performance of high school students. A sample of 330 students participated, made up of 167 girls and 163 boys. Likert scale instruments were used for collecting information on self-concept, and on general and academic self-efficacy. Time spent on moderate to vigorous physical activity was recorded, and so was participation in several types of body practices, such as sports, dances, martial arts, performing arts, and systematic physical exercises. Academic achievement was referred to from the students' grades on regular subjects. Linear regression analysis was used for verifying the association of independent variables with academic performance. The adjusted regression model explains between 7% and 36% of academic performance variance, whereas Self-Concept explains academic performance on six of the twelve subjects, and the mean of the grades, with Beta values between 0.13 (p = 0.02) for Sociology and 0.28 (p <0.01) for Mathematics. Academic self-efficacy explained performance on eleven subjects and the mean of the grades, with Beta values between 0.21 (p <0.01) for Physical Education and Philosophy, and 0.44 (p <0.01) for Biology. Participation in extracurricular activities involving body practices explained academic performance on six subjects and the mean of the grades, with Beta values between 0.14 (p = 0.02) for Sociology and 0.31 (p <0.01) for Arts. The studied psychological variables and participation in projects concerning body practices during extracurricular activities correlated with academic achievement as to several school subjects, and with the mean of the grades.

scholarly journals Evaluating the influence of anxiety and depression on academic performance in high school students

2021 ◽  
Author(s):  
Waleed Ahmed Shahzad
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Anxiety And Depression ◽  
Small Scale ◽  
School Students ◽  
Cross Sectional ◽  
Grade Point ◽  
Negative Effect ◽  
The Mean

The purpose of this study was to evaluate whether anxiety and depression have a negative effect on academic performance. This small-scale study assessed the relationship between these factors. A cross-sectional questionnaire survey was carried out. A randomized sample of 52 high school students based in various schools across Lahore participated in the survey. Of the participants, 32 were males and 20 were females. As a measure of anxiety and depression 14 questions from the DASS-21 were utilized (The 7 questions pertaining to the measure of stress were not included in this study). Based on the DASS-21 score obtained by the respondents they were classified under categories of normal, mild, moderate, severe and extremely severe levels of anxiety and depression. As a measure of academic performance, the Grade Point Average (GPA) of the students was obtained via the survey. The mean average GPA was calculated for all the students falling under the aforementioned categories pertaining to anxiety and depression separately and these averages were compared. It was found that the mean average GPA was highest in students falling under the categories of normal and mild levels of anxiety and depression. Whereas, mean average GPA was lower in students suffering from severe levels of anxiety and depression. These findings suggest the need to come up with methods to combat anxiety and depression in high school students as these factors impede academic performance.

Associations of Physical Fitness and Academic Achievement Among Illinois High School Students

2021 ◽  
Vol 78 (3) ◽  
Author(s):  
Megan Marie Weemer ◽  
Olabode Ayodele
Keyword(s):  
Physical Activity ◽  
High School ◽  
Academic Achievement ◽  
Academic Performance ◽  
High School Students ◽  
Physical Fitness ◽  
Pearson Correlation ◽  
Positive Association ◽  
School Students ◽  
The Relationship

The health benefits of physical activity are empirically supported and well accepted. However, the relationship between physical activity, physical fitness, and academic performance remains to be clearly established. The purpose of this study was to identify the relationship between physical fitness and academic achievement among a sample of Illinois high school students. Analyses were based on the 2016–2017 school year Archival Fitnessgram physical fitness test scores and cumulative GPAs of ninth- through twelfth-grade students (N = 371). Pearson correlation assessed the relationship between physical fitness and academic performance. Multiple linear regression predicted students’ academic achievement. There was a positive association between total fitness and academic achievement, although not statistically significant, r (369) = .002, p = .49. The regression prediction model was statistically significant (p < .001) and accounted for approximately 25% of the variance in academic achievement (R2 = .256, adjusted R2 = .246). Academic achievement was predicted by total number of absences and gender, and to a lesser extent by socio­economic status, the curl-up, and ethnicity. The findings of this study suggest a positive association between physical fitness and academic achievement. These results are potentially relevant to the development of future education policies. Thus, policy makers, school administrators, and educators must use the knowledge gained in this study, along with existing research, as evidence to emphasize the importance of the fitness–academic link, to further support the need for quality physical education curriculum and mandated physical fitness testing.

Assessing Multidimensional Physical Activity Motivation: A Construct Validity Study of High School Students

2006 ◽  
Vol 28 (2) ◽  
pp. 171-192 ◽  
Author(s):  
Andrew J. Martin ◽  
David V. Tipler ◽  
Herbert W. Marsh ◽  
Garry E. Richards ◽  
Melinda R. Williams
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Construct Validity ◽  
Activity Level ◽  
Self Concept ◽  
Activity Levels ◽  
School Students ◽  
Physical Activity Motivation ◽  
Cognitive Dimensions

This study presents a new, multidimensional approach to physical activity motivation that is operationalized through four primary factors: adaptive cognitive dimensions, adaptive behavioral dimensions, impeding cognitive dimensions, and maladaptive behavioral dimensions. Among 171 Australian high school students, the study assessed the structure of this four-factor framework (a within-network construct validity approach) and also examined the relationships between motivation and three key correlates: flow in physical activity, physical self-concept, and physical activity level (a between-network construct validity approach). The four-factor framework demonstrated within-network validity in the form of reliable subscales and a sound factor structure. In terms of between-network validity, relationships between the adaptive behavioral and cognitive aspects of motivation and physical self-concept, flow, and activity levels were found to be positive and significant, whereas significant inverse relationships were found between impeding and maladaptive motivation dimensions and flow and physical self-concept. Additional analysis utilizing multiple-indicator multiple-cause (MIMIC) modeling showed that during earlier adolescence girls are more motivated than boys to engage in physical activity, but by later adolescence boys are more motivated to do so. Results are interpreted in terms of future directions for possible physical activity interventions aimed at increasing both the uptake and continuation of activity.

scholarly journals Physical activity and academic performance in high school students

2018 ◽  
Vol 22 (5) ◽  
pp. 486-492
Author(s):  
Kelly Pandolfo ◽  
Tatiane Minuzzi ◽  
Cati Azambuja ◽  
Daniela Dos Santos
Keyword(s):  
Physical Activity ◽  
High School ◽  
Academic Performance ◽  
High School Students ◽  
National Curriculum ◽  
Short Version ◽  
School Students ◽  
Average School ◽  
Sports Activities ◽  
Activity Questionnaire

There are still doubts about the real benets of physical activity on the academic performance of adolescents. The aim of this study was to determine whether the physical activity (PA) interferes in the academic performance of high school students.The study included 348 adolescents from one fed- eral public school. For information regarding PA, the International Physical Activity Questionnaire (IPAQ short-version) was used. For PAL classication the adolecents who had 300 minutes/week or more of physical activity were considered as active. The information related to the participation in sports schools was obtained through a question inserted in IPAQ. For the academic performance, the average grades of the rst semester of 2015 were used, within the three major Knowledge Areas, as dened by the National Curriculum Standards. ere was no signicant correlation between academic performance and PA (r= 0.06; p= 0.28). Higher minimum scores were found among active high school students and higher average school for areas 1 – Languages, Codes and its Technologies (7.2±0.8) and 2 – Natural Sciences, Mathematics and its Technologies (6.6±1.3) among participants in sports schools, with statistical signicance (p= 0.017; p= 0.014). In conclusion, PAL did not relate to the academic performance of pupils in this study and participants of sports schools achieved better academic performance demonstrating that sports activities can cause benecial eects in their cognitive performances.

scholarly journals Evaluating the influence of anxiety and depression on academic performance in high school students

2021 ◽  
Author(s):  
Waleed Ahmed Shahzad
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Anxiety And Depression ◽  
Small Scale ◽  
School Students ◽  
Cross Sectional ◽  
Grade Point ◽  
Negative Effect ◽  
The Mean

The purpose of this study was to evaluate whether anxiety and depression have a negative effect on academic performance. This small-scale study assessed the relationship between these factors. A cross-sectional questionnaire survey was carried out. A randomized sample of 52 high school students based in various schools across Lahore participated in the survey. Of the participants, 32 were males and 20 were females. As a measure of anxiety and depression 14 questions from the DASS-21 were utilized (The 7 questions pertaining to the measure of stress were not included in this study). Based on the DASS-21 score obtained by the respondents they were classified under categories of normal, mild, moderate, severe and extremely severe levels of anxiety and depression. As a measure of academic performance, the Grade Point Average (GPA) of the students was obtained via the survey. The mean average GPA was calculated for all the students falling under the aforementioned categories pertaining to anxiety and depression separately and these averages were compared. It was found that the mean average GPA was highest in students falling under the categories of normal and mild levels of anxiety and depression. Whereas, mean average GPA was lower in students suffering from severe levels of anxiety and depression. These findings suggest the need to come up with methods to combat anxiety and depression in high school students as these factors impede academic performance.

Multidimensional Physical Self-Concept in Underserved Urban High School Students: Predicting Physical Activity

2016 ◽  
Vol 21 (2) ◽  
pp. 107-123 ◽  
Author(s):  
Jeffrey Martin ◽  
Alex Garn ◽  
Matt Ferry ◽  
Nate McCaughtry ◽  
Bo Shen ◽  
...  
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Self Concept ◽  
Urban High School ◽  
School Students

Is age of menarche among school girls related to academic performance?

2017 ◽  
Vol 31 (2) ◽  
Author(s):  
Radhia Al-Mathkoori ◽  
Ula Nur ◽  
Abdullah Al-Taiar
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Cross Sectional Study ◽  
School Students ◽  
Cross Sectional ◽  
Menarcheal Age ◽  
School Girls ◽  
The Mean ◽  
Age Of Menarche

Abstract Background There is strong evidence that the mean age of menarche has declined over the last few decades in developed and developing countries. This is of a major concern because of its enormous public health implications. This study aimed to estimate the age of menarche in Kuwait and investigate the association between menarcheal age and academic performance among high school girls in Kuwait. Methods A cross-sectional study was conducted on randomly selected female high school students from private and public high schools in all governorates in Kuwait. Data on the age of menarche were collected by self-administered questionnaire from the students, while data on academic performance were extracted from the students’ academic records. Results Of the 907 students we selected, 800 (88.2%) responded. The mean age of menarche was 12.33 [95% confidence interval (CI) 12.18–12.49] years. There was no evidence for significant association between age of menarche and students’ academic performance before or after adjusting for potential confounders. Conclusion The calculated age of menarche among contemporary girls in Kuwait is similar to that of the girls in industrialized countries. Early menarcheal age is unlikely to lead to adverse behavior that may affect academic performance in our setting.

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