scholarly journals Physical Activity and Academic Performance: The Mediating Effect of Self-Esteem and Depression

2018 ◽  
Vol 10 (10) ◽  
pp. 3633 ◽  
Author(s):  
Sumaira Kayani ◽  
Tayyaba Kiyani ◽  
Jin Wang ◽  
María Zagalaz Sánchez ◽  
Saima Kayani ◽  
...  
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Indirect Effect ◽  
Short Form ◽  
Educational Institution ◽  
Self Esteem ◽  
Mediating Effect ◽  
Self Report ◽  
Grade Point ◽  
Total Indirect Effect

An important step to enhance the academic efficiency of students is increasing their physical activity. For this reason, it is necessary to see to what extent physical activity is related to the academic performance of the students and what might mediate this. A major objective of the study is to explore self-esteem and depression as mediators between physical activity and academic performance. On the basis of informed consent to participate in the study, 358 participants have been selected from Universities in Pakistan, and they were asked about their physical activity, depression during their study and self-esteem through self-report. Participants self-reported their self-esteem, level of depression and their physical activity through standardized measures; the Rosenberg Self-esteem scale (1965), the University stress scale (2016), and the short form of the International Physical Activity questionnaire (2003), respectively. Academic performance had been measured as the cumulative grade point average (CGPA) of the last two consecutive semesters. Self-esteem and depression were found to be significant mediators between physical activity and academic performance. The total effect of physical activity on academic performance was significant but smaller than the total indirect effect through mediators. Though total indirect effect is the combination of the effect of self-esteem and depression, but the larger contribution is of self-esteem which has been found to be the strongest mediator between physical activity and academic performance. The study has implications for future research, both in terms of testing the model and testing psychological constructs. Also, the study emphasizes that the importance of physical activity has to be kept in mind while designing a curriculum of an educational institution in order to foster sustainable development.

scholarly journals Mediating Role of Academic Procrastination between Emotional Intelligence and Academic Performance of Pakistani Youth

2021 ◽  
Vol 2 (1) ◽  
pp. 43-52
Author(s):  
Aqsa Wasim ◽  
Muhammad Adeeb ◽  
Mubeen Mateen
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Short Form ◽  
Self Report ◽  
Mediation Process ◽  
Academic Procrastination ◽  
Male Youth ◽  
Grade Point ◽  
Mediating Role

The purpose of this research was to measure the mediating role of academic procrastination between emotional intelligence and academic performance in Pakistani youth. In total, 347 youth were selected using multi-stage random sampling from three major cities of Punjab province in Pakistan (Rawalpindi, Lahore, & Faisalabad). The average age remained [M (22.70+3.43)]. Two instruments were used; The Schutte Self Report Emotional Intelligence Test and Yockey Academic Procrastination Scale Short Form, while academic performance was calculated considering semester grade point average (SGPA). The results showed that emotional intelligence was significant positively correlated with academic performance. In mediation, Process Macro Hayes (2018) approach was used. The results showed that academic procrastination endured significant negative mediator in relationship of emotional intelligence and academic performance. The female youth were significantly higher in academic performance and emotional intelligence as compared to male youth, while male youth were significantly higher in academic procrastination. Emotional intelligence increases the academic performance and reduces academic procrastination among university students, while academic procrastination endured negative mediator between emotional intelligence and academic procrastination. Males have more prone towards academic procrastination and reported lower emotional intelligence and academic performance as compared to females. The limitations and future avenues were also discussed.

scholarly journals Science Curiosity as a Correlate of Academic Performance in Mathematics Education: Insights from Nigerian Higher Education

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Benjamin Ogbole Abakpa ◽  
Joshua Abah Abah ◽  
Abel Okoh Agbo-Egwu
Keyword(s):  
Academic Performance ◽  
Mathematics Education ◽  
Educational Institution ◽  
Negative Relationship ◽  
Grade Point Averages ◽  
Self Report ◽  
Grade Point ◽  
Key Stakeholders ◽  
The Mind ◽  
The Relationship

This study investigated the relationship between the science curiosity levels of undergraduate of mathematics education in a Nigerian higher educational institution and their academic grade point averages. The study employed a correlational survey research design on a random sample of 104 mathematics education students. The Science Curiosity Scale – Comparative Self Report was adapted to measure the students’ distinctive appetite for consuming science-related media for personal edification. The correlational analysis of science curiosity scores and the students CGPA indicated a weak negative relationship (r = -0.049, p = 0.621), suggesting an interplay of other important factors in the relationship between academic performance and science curiosity. Based on the findings of this study, it was recommended that key stakeholders of mathematics education consider curiosity as a complex ability related to several functions of the mind and thus enhances systematic commitment on the part of the learner.

Does Gender Moderate the Direct and Indirect Relationships Between Different Sources of Social Support and Adolescents’ Physical Activity?

2016 ◽  
Vol 13 (8) ◽  
pp. 874-881 ◽  
Author(s):  
Han Chen ◽  
Jun Dai
Keyword(s):  
Physical Activity ◽  
Social Support ◽  
Family Support ◽  
Peer Support ◽  
Indirect Effect ◽  
Structural Equation ◽  
Cognitive Theory ◽  
Short Form ◽  
Mediating Effect ◽  
Equation Modeling

Background:Using the social cognitive theory, this study aims to examine how gender moderates the direct and indirect relationships of various sources of social support on Chinese adolescents’ physical activity (PA).Methods:A cross-sectional study was conducted. The final data includes 396 students (55.8% are boys) who were randomly selected from 2 middle schools and 4 high schools in Fuzhou city located in southeast China. Family support, peer support, and self-efficacy (SE) were measured using validated questionnaires. Participants’ PA was assessed using the International Physical Activity Questionnaire short form. Structural equation modeling was used to analyze the data. A bootstrapping method was used to determine and compare the direct and indirect effects of social support on PA across genders.Results:Peer support had no direct effect on PA; rather, peer support indirectly influenced PA through SE. Gender did not moderate this mediating effect. In addition, family support had neither a direct nor an indirect effect on PA via SE, and gender did not moderate these effects.Conclusions:Findings suggest that peer support played a more important role than family support on study participants’ PA indirectly through SE. SE also has a similar indirect effect across genders.

scholarly journals The Relationship between Adverse Childhood Experiences and Sleep Problems among Adolescent Students: Mediation by Depression or Anxiety

2020 ◽  
Vol 18 (1) ◽  
pp. 236
Author(s):  
E-Jin Park ◽  
Shin-Young Kim ◽  
Yeeun Kim ◽  
Dajung Sung ◽  
Bora Kim ◽  
...  
Keyword(s):  
Adverse Childhood Experiences ◽  
Sleep Problems ◽  
Short Form ◽  
Community Sample ◽  
Mediating Effect ◽  
Self Report ◽  
Depression And Anxiety ◽  
Childhood Experiences ◽  
Adverse Childhood ◽  
The Relationship

Adverse childhood experiences (ACEs) are known to be closely related to depression, anxiety and sleep problems. However, it remains unclear whether adolescents with ACEs have sleep problems regardless of depression or anxiety or under a mediating effect from depression or anxiety. Therefore, our aim was to examine whether depression or anxiety mediates the relationship between ACEs and sleep problems in adolescents by using a community sample. The Early Trauma Inventory Self Report–Short Form (ETISR-SF) and List of Threatening Experiences Questionnaire (LTE-Q) were used to assess traumatic ACEs. Ultimately, data from 737 students (M = 448, F = 289, 15.1 ± 1.4 years old) were included in the statistical analysis. A total of 576 (78.1%) participants reported that they had experienced one or more ACEs. Adolescents with ACEs had higher levels of depression, anxiety and sleep problems than did adolescents without ACEs, and boys tended to experience more trauma than girls. Depression and anxiety partially mediated the relationship between ACEs and sleep problems. The results of this study suggest the need for depression and anxiety interventions for adolescents with ACEs to reduce the long-term consequences, including sleep problems and physical health problems.

scholarly journals Academic Performance and Physical Activities as Positive Factors for Life Satisfaction among University Students

2021 ◽  
Vol 13 (2) ◽  
pp. 497
Author(s):  
Teodora Slavinski ◽  
Dragan Bjelica ◽  
Dejana Pavlović ◽  
Valentina Vukmirović
Keyword(s):  
Physical Activity ◽  
Life Satisfaction ◽  
Academic Performance ◽  
University Students ◽  
Personal Growth ◽  
Optimum Level ◽  
Satisfaction Scale ◽  
Grade Point ◽  
Sports And Physical Activity ◽  
Life Satisfaction Scale

Life satisfaction influences sustainable personal growth among students by ensuring that they more firmly apply themselves in their education. Universities represent an environment where students may improve their life satisfaction through better academic performance and being engaged in extracurricular sport. This study evaluates life satisfaction (LS) among university students, 18 to 28 years of age to confirm whether academic performance, involvement in sports and physical activity are factors relating to higher levels of LS among university students. The study uses the Brief Multidimensional Life Satisfaction Scale. Over a three-year timeframe, a questionnaire was administered to a sample of 875 students across areas of study in institutions of higher education in Serbia. The data were analyzed using Mann–Whitney and Kruskal–Wallis tests. LS among students is found to be significantly improved under the following conditions: removing the burden to pay for one’s tuition, having a better Grade Point Average (GPA) as well as being involved in sport. Moreover, the optimum level of physical activity to positively affect LS is found to be four to five hours a week.

Study Behaviors and Their Relationships to Test Anxiety and Academic Performance

1972 ◽  
Vol 30 (2) ◽  
pp. 407-410 ◽  
Author(s):  
George J. Allen ◽  
Wayne M. Lerner ◽  
James J. Hinrichsen
Keyword(s):  
Academic Performance ◽  
Test Anxiety ◽  
Multivariate Regression Analysis ◽  
Study Data ◽  
Self Report ◽  
Grade Point ◽  
Academic Aptitude ◽  
Relevant Variables ◽  
Study Behaviors ◽  
High School Rank

Multivariate regression analysis of academic aptitude, test anxiety, and self-report study data from 122 undergraduates indicated high school rank to be the best predictor of grade point average. The number of days Ss reported studying and one test anxiety scale also added significantly to the prediction. Analysis of the study-relevant variables across the semester indicated differential patterns of study existed for students with good, average, and poor grades. The relative independence of test anxiety and study behaviors suggested that the latter class of variables might profitably be used to increase prediction of academic performance.

scholarly journals Food insecurity, psychosocial health and academic performance among college and university students in Georgia, USA

2019 ◽  
Vol 22 (3) ◽  
pp. 476-485 ◽  
Author(s):  
Ilana G Raskind ◽  
Regine Haardörfer ◽  
Carla J Berg
Keyword(s):  
Academic Performance ◽  
Food Security ◽  
University Students ◽  
Food Insecurity ◽  
Short Form ◽  
Psychosocial Health ◽  
Grade Point ◽  
College And University ◽  
Food Security Status ◽  
Effect Of Food

AbstractObjectiveTo examine whether psychosocial health mediates the association between food insecurity and grade point average (GPA) among college and university students.DesignData for the present study are from a longitudinal cohort study. Structural equation modelling (SEM) was used to test the proposed mediation hypothesis. Food insecurity was measured using the US Department of Agriculture’s Six-Item Short Form. Psychosocial health was operationalized as a latent factor with three indicators: depression, anxiety and hope. Validated scales were used to measure each indicator. GPA was self-reported.SettingSeven colleges and universities in Georgia, USA.ParticipantsStudents aged 18–25 years were recruited via email and surveyed every four months over a two-year period (analytic n 2377).ResultsApproximately 29 % of students were food insecure. In the final SEM, food insecurity was associated (standardized β, se) with poorer psychosocial health (0·22, 0·03, P<0·0001) and poorer psychosocial health was associated with a lower GPA (−0·21, 0·03, P<0·0001). The indirect effect of food security status on GPA, as mediated by psychosocial health, was significant (−0·05, 0·01, P<0·0001) and accounted for 73 % of the total effect. After accounting for psychosocial health, the direct effect of food security status on GPA was not significant (−0·02, 0·02, P=0·43).ConclusionsPsychosocial health may be an important mechanism through which food insecurity affects academic performance among college and university students. Multicomponent interventions that address immediate food security needs as well as co-occurring mental health and academic concerns are needed to ensure student success.

The Mediating Effect of Stress Reactivity in the 18-Year Bidirectional Relationship Between Generalized Anxiety and Depression Severity

2021 ◽  
Author(s):  
Kathryn E Barber ◽  
Nur Hani Zainal ◽  
Michelle G. Newman
Keyword(s):  
Structural Equation ◽  
Stress Reactivity ◽  
Short Form ◽  
Emotional Reactions ◽  
Community Dwelling ◽  
Mediating Effect ◽  
Self Report ◽  
Anxiety And Depression ◽  
Generalized Anxiety ◽  
Cross Sectional

Background: Generalized anxiety disorder (GAD) and major depressive disorder (MDD) often precede and predict one another. Stress reactivity theories of psychopathology posit that patterns of heightened emotional reactions to stressors can result in increased vulnerability to the development of anxiety and depression. However, cross-sectional studies on this topic have hindered causal inferences. Method: The present study examined stress reactivity as a potential mediator of the sequential associations between GAD and MDD symptoms in a sample of 3,294 community-dwelling adults. GAD and MDD symptom severity (Composite International Diagnostic Interview-Short Form) was assessed at two time points (T1 and T3), approximately 18 years apart. Stress reactivity (Multidimensional Personality Questionnaire) was measured at T2. Results: Structural equation mediation modeling demonstrated that higher T1 GAD severity positively predicted more severe T3 MDD symptoms via T2 stress reactivity (d = 0.45–0.50). After controlling for T1 GAD, T2 stress reactivity was not a significant mediator in the relationship between higher T1 MDD symptoms and worse T3 GAD symptoms. Direct effects indicated that T1 GAD positively predicted T3 MDD 18 years later, and vice versa (d = 1.29–1.65). Limitations: Stress reactivity was assessed using a self-report measure, limiting conclusions to perceived (vs. behaviorally indexed) stress reactivity. Conclusions: These findings indicate that stress reactivity may be one mechanism through which GAD leads to later MDD over prolonged durations. Overall, our results suggest that targeting stress reactivity in treatments for GAD may reduce the risk of developing subsequent MDD.

scholarly journals Influence of Motivation on Academic Performance among Dental College Students

2019 ◽  
Vol 7 (8) ◽  
pp. 1374-1381 ◽  
Author(s):  
Sultan A. Almalki
Keyword(s):  
Academic Performance ◽  
Self Efficacy ◽  
Dental Students ◽  
Task Value ◽  
Self Report ◽  
Learning Performance ◽  
Learning Beliefs ◽  
Grade Point ◽  
Motivation For Learning ◽  
And Task

AIM: This study aimed to assess the influence of motivation on academic performance among dental undergraduate students. METHODS: A cross-sectional study was carried out among a sample of 187 undergraduate dental students from the main dental colleges in the Riyadh region of Saudi Arabia using an electronic questionnaire. Students’ academic performance was measured by their current grade point average (GPA). Motivation was assessed using the Motivated Strategies for Learning Questionnaire (MSLQ), which is a self-report instrument designed to assess students’ motivational orientations and learning strategies in college, including goals and value beliefs for the studied program (intrinsic, extrinsic goals orientation and task value), beliefs about their skills to succeed in their studies (control of learning beliefs, self-efficacy for learning and performance), and their anxiety about program tests. RESULTS: The results showed positive correlations between GPA and the motivation scale (r = 0.2296, p = 0.0019) and most of its subscales, including self-efficacy for learning performance (r = 0.2997, p = 0.0001), control of learning beliefs (r = 0.2305, p = 0.0021) and task value (r = 0. 2243, p = 0.0021). Test anxiety showed negative correlation with GPA (r = -0.1943, p = 0.0100). Compared to their counterparts, male students, students perceived to be from middle class families and students living with their families were consistently showing significant correlations between GPA and most of the motivation subscales. CONCLUSION: It can be concluded that motivation for learning can influence the academic performance of dental students. This influence can be affected by factors such as sex, socioeconomic factors and family support of the students.

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