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Lau, Chi-ho Humphrey, and 劉智豪. "Thinking styles, motivational orientations, and academic achievement in learning physics among Hong Kong secondary school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/208076.
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The purpose of this research was to investigate the nature of thinking styles as it relates to style value and style malleability through examining the relationships between thinking styles, motivational orientations, and academic achievement in learning physics among secondary school students in Hong Kong. Specifically, the research aimed to determine whether or not teaching styles change students’ thinking styles, and if so, the association of these changes on students’ motivational orientations; and to determine the extent to which motivational orientations and thinking styles link academic achievement in physics.
This quantitative research employed a quasi-experimental longitudinal design and was composed of one pilot study and one main study. The pilot study purposed to evaluate the two inventories used in the main study: the Motivational Orientation Scales in Learning Physics (MOSLP) and the Thinking Styles Inventory Revised II (TSI-R2). A total of 76 secondary school students participated in the pilot study. Results revealed that the MOSLP and the TSI-R2 were applicable to Hong Kong school students.
The main study was an experimental study aimed at determining the impact of teaching styles on students’ thinking styles, motivational orientations, and academic achievement in physics. A total of six teachers and 449 secondary students constituted the experimental group, and five teachers and 347 students constituted the control group. The intervention, involved students in physics lessons instructed under Type I teaching styles, was implemented in each participating teacher’s school for one semester. Pre-and post-tests were conducted, in which students’ thinking styles and motivational orientations were measured by the TSI-R2 and the MOSLP respectively. Students’ physics examination results were also collected at the time of the post-test. A series of statistical analyses were conducted to reveal the effects of thinking styles on motivational orientations, to identify changes in students’ thinking styles, and to determine their relationships with academic achievement in both the experimental and control groups. Overall results demonstrated that Type I thinking styles were positively associated with task orientation and negatively connected with work avoidance orientation, thus which indicated adaptive value of Type I styles; Type II styles were not particularly associated with any of the motivational orientation scales, which suggested that they were value-differentiated; and Type III styles were found to be associated with ego orientation (in the pre-test), which suggested that they had less adaptive value. Moreover, students in the experimental group unexpectedly demonstrated a decreasing trend in their use of some Type I styles, some maladaptive Type II styles, and some Type III thinking styles for learning physics, whereas students in the control group decreased their use of some Type III thinking styles. Also, reduction in ego orientation among students in the experimental group was found to be greater than that of the control group. Finally, results demonstrated that teaching styles played a mediating role in boosting academic achievement. Students in the experiment and control groups studying in different forms modified either their thinking styles or motivational orientations. The magnitudes of these changes positively associated with students’ levels of achievement in physics.published_or_final_version
Education
Doctoral
Doctor of Education
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Yu, Mei-fong. "A study of physical fitness and academic performance of teenagers." [Hong Kong] : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13786982.
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Dorfman, Jocelyn C. "Associations Between Physical Fitness and Academic Achievement: A Meditational Analysis." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799486/.
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Research has illustrated the interrelatedness of childhood physical fitness and psychological wellbeing, psychological wellbeing and academic achievement, as well as physical fitness and academic achievement. In this study, we proposed that psychological wellbeing (self-esteem and depression) serves as a mediator between physical fitness and academic achievement during adolescence. In a sample of middle school children (N = 1,530), significant correlations were found between all three variables (p.0001). A hierarchical regression analysis was performed to assess the associations between physical fitness, psychological wellbeing, and academic achievement. The regression analysis reported a significant partial mediation effect. The results of this study supported the proposed hypotheses, including a mechanism of psychological wellbeing partially mediating the relationship between physical fitness and academic achievement. The findings of this study support the importance of encouraging activities to promote both physical fitness and psychological wellbeing in schools.
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Frauhiger, Lynnette. "The effects of daily physical activity on student academic achievement and physical health." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1237761.
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The purpose of this study was to discover if daily physical activity affects students' academic achievement on standardized tests and their physical health as measured by their body composition, body mass index, cholesterol levels, and blood pressure.Purposeful sampling was used to recruit participants in this study. The experimental group consisted of 17 fourth-grade students who attend a rural Indiana school. The control group for this study consisted of 20 fourth-grade students who attend the same rural Indiana elementary school.After parental permission forms were returned from students in the experimental group, those 17 students participated in the daily physical activity program that met for approximately 20 minutes each day from January 31, 2002 through April 12, 2002. The researcher taught the daily physical activity program that involved aerobic activities during which the students wore heart rate monitors to help them monitor their heart rates. The goal for each activity time was for the students to maintain a heart rate between 150 and 200 beats per minute. The focus of the daily physical activity program was on cardiovascular wellness. The control group consisted of 20 students who participated in their school's regular physical education program offered one day a week for 45 minutes. During the time that the experimental group participated in the daily physical activity program, the students in the control group were at recess where they could participate in unstructured activities of their choice.Data was collected and compared from standardized test scores, and health data provided by an independent organization, The Caylor Nickel Foundation, to determine if there was a significant difference between the control group and experimental group in their academic achievement and physical health factors.Univariate analyses of variance (ANOVA) were used to determine any significant differences between the groups (p =.05). The results indicated no significant difference between the control and experimental groups in academic achievement as measured by the NWEA Test in the areas of language, reading, and math. No significant difference was found in the cholesterol levels or the diastolic blood pressure of the two groups of students. A significant difference was found between the groups in their body composition, body mass index and systolic blood pressure. It was found that the experimental group had healthier results in their body composition, body mass index, and lower systolic blood pressure levels.School of Physical Education
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Roberts, Theresa Linam. "Relationships between students' fitness levels and academic achievement." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
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O’Brien, Caroline Clark. "Physical Activity Impact on Executive Function and Academic Achievement with Elementary Students." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804873/.
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This study tested the hypothesis that daily physical activity improves the executive function and academic achievement of 9- to 11-year-old children. The quasi-experimental, pretest–posttest design included 60 eligible fourth and fifth grade students (51.7% female, 98% Hispanic; 10.26 years of age). Twenty-five students elected to participate in school day, zero-hour (1 hour before school starts) physical activity program for 8 weeks. The 35 students who did not sign up for the program served as the control group as masked data provided by the school. Standardized measures, Adele Diamond flanker task and the Wide Range Achievement Test 4, assessed executive function and academic achievement, respectively. Repeated-measures analysis of variance was used to determine differences between groups on executive function and academic achievement. There were no observable benefits from daily physical activity on executive function and academic achievement. Convenience sampling and voluntary attendance potentially limited the effect of exercise on performance.
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Shook, Shannon Usco. "The Relationship Between Physical Fitness and Academic Achievement in Sixth Grade Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2273.
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Researchers have reported on the relationship between academic achievement and physical fitness levels. At one rural middle school, 25% of the students enrolled were either overweight or obese and failing at least one course. Educators at the local site were seeking methods to improve the academic achievement of their students. The purpose of this quantitative study was to examine the relationship between academic achievement and physical fitness of middle school students at the study site. Framed by the theoretical connection between improved physical fitness levels and academic achievement, the research questions examined the relationship between physical fitness levels of 6th grade students (N = 216) as measured by their Presidential Youth Fitness Test (PYFT) and the state-mandated Criterion Referenced Competency Test (CRCT) scores in the areas of mathematics and reading. Findings from correlational analyses indicated small, significant positive relationships between students' CRCT in mathematics and reading and their PYFT levels. The link between personal fitness and academic achievement should be further explored; researchers should also consider potential moderating variables related to demographics, motivation levels, and educational and community support. Based on the findings of the study, physical educators at the local site should advocate for physical fitness and promote the connection between physical fitness and academic achievement. The implications for positive social change include providing local research findings to the school leadership that may have a positive effect on academic achievement.
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Beane, Amber. "Health and Academic Achievement in College and University Students." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3702.
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The purpose of this non-experimental quantitative correlational study was to investigate the relationship between academic achievement and health in a national sample of college students using quantitative data analysis. Specifically, the researcher analyzed the relationship between three health-promoting behaviors (physical activity, strength training, and fruit and vegetable consumption), three negative health behaviors (cigarette, e-cigarette, and opioid use) and obesity with GPA.
Cross-sectional data on student health collected from the American College Health Association’s National College Health Assessment II (ACHA-NCHA-II) and completed by 426,650 college students from 650 U.S. colleges during the semesters between 2015 and 2019 formed the foundation for this research. Nine research questions were addressed using a series of chi square tests.
Results showed there was a significant positive relationship between health behaviors and grade average. Students who met the recommendations for fruit and vegetable consumption, moderate activity and vigorous physical activity were more likely to have GPAs than those who did not. Students who used cigarettes, opioids, or were obese were more likely to have GPAs.
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Yu, Mei-fong, and 余美芳. "A study of physical fitness and academic performance of teenagers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B3197756X.
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Stathakos, John. "The relationship between physical activity and academic achievement in senior secondary school students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29178.pdf.
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Babers-Henry, Markeshia M. "Psychological and physical health predictors of academic achievement for African American college students." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1590906.
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The purpose of this quantitative study was to identify psychological and physical health factors that influence African American college students' academic achievement using secondary data from the American College Health Association's National College Health Assessment (ACHA-NCHA). Using Bronfenbrenner's ecological systems theory, this study explored the influence of health variables on African American college students' academic experiences. Independent sample t-tests were used to analyze gender differences between African American female and male college students. Factor analyses and a Logistic regression was used to ascertain the influence of psychological and physical health factors on African American college students' academic achievement. Findings of this study highlight personal health issues, future help-seeking behavior, and impeding emotional experiences as significant predictors of academic achievement for all African American students. Implications for practice and recommendations for future research are reviewed.
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Siu, Oi-ling. "Cognitive preference style and student achievement in the physical sciences /." [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12354557.
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蕭愛玲 and Oi-ling Siu. "Cognitive preference style and student achievement in the physical sciences." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B3120837X.
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Pellett, Heidi Ann Henschel. "The relationship between health-related physical fitness levels and academic achievement in elementary students." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722142.
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The purpose of this study was to investigate the relationship between health-related fitness levels and academic achievement in elementary school children. A sample of 105 elementary students in grades four and five were tested. The study consisted of 64 males and 41 females in both grades. California Achievement Test scores of reading, language, and math were selected to reflect the academic achievement variables. The AAHPERD Physical Best Test was used to measure physical fitness. Test items included body composition (sum of the tricep and calf skinfolds), one-mile walk/run, sit-ups, and sit and reach. A SAS Canonical Correlation Analysis was used to examine the relationship between health-related physical fitness and academic achievement. Means and standard deviations were calculated for both genders, and females and males alone. Results indicated that there was no significant relationship (R > .05) between health-related physical fitness levels and academic achievement in fourth- and fifth-grade students.School of Physical Education
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Woodward, James B. "A study of physical fitness academic performance levels of sixth and seventh grade students." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
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Willis, Lauren Michelle. "THE EFFECT OF INCREASED PHYSICAL ACTIVITY ON ACADEMIC PERFORMANCE." UKnowledge, 2019. https://uknowledge.uky.edu/edsc_etds/48.
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Increased levels of obesity, particularly among American youth, have consistently been cause for concern over the last few decades. Additionally, the amount of time youth spend being active throughout the day has consistently decreased. Physical activity levels among school-aged children in America are effected by any number of reasons, but this study points to the possibility of time spent being physically active during the school day having the greatest effect on a student’s overall level of physical activity. Increased pressures from different entities on local schools to improve student performance on standardized test scores have contributed to a decline in students’ time spent being active during the school day. The inverse relationship that exists between levels of obesity and amount of time spent being active is a call to action and cause for more research in this area if a solution is to be reached with the obesity epidemic in America.
The purpose of this study was to investigate the effects of increased physical activity on the academic performance of elementary students in a rural, Central Kentucky community. Academic performance is an overarching term that encompasses academic achievement through standardized testing, academic behavior, and cognitive skills and abilities. Ninety students in 4th and 5th grade with an average age of 10 from one elementary school participated in the study.
After obtaining parental consent and students’ verbal consent, students were divided into two intervention groups and one control group. Each intervention group received extra physical activity for three days a week for four weeks. Activity for students was measured with an EKHO MVPA accelerometer for the duration of each activity session during their respective intervention weeks. Standardized test scores were obtained through the school’s measure of academic progress (MAP) assessment. Student behavior was assessed through direct systematic observation and teacher-based questionnaires. Finally, the STROOP color word test was used to measure student’s cognitive processes and executive functioning skills.
The results from the STROOP color word test provided evidence of a significant relationship between physical activity and cognitive skills (ttest1=2.63, p < .01, ttest2=7.14, p < .001). Additionally, the teacher-based questionnaire demonstrated a significantly positive relationship between physical activity and student behavior (t = -2.65, p < .01). Boys were significantly more active than girls (tfemale = -2.71, p < .01). There were also significant correlations between females and the teacher-based questionnaires, the white race and the STROOP color word test, and the white race and on-task behavior. No significant relationships were found between physical activity and overall academic performance or academic achievement.
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Olsson, Malin. "Det som utförs med kroppen påverkar knoppen? : En litteraturstudie om vilken inverkan fysisk aktivitet har på barns lärande och skolprestationer." Thesis, Högskolan i Gävle, Avdelningen för hälso- och vårdvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-19791.
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Syfte: Syftet med denna litteraturstudie var att genom en litteraturgranskning undersöka om ökad fysisk aktivitet har något samband med inlärningen och skolprestationerna hos barn i åldrarna 6-12 år. Metod: Litteratursökningen i databaserna CINAHL och Academic Search Elite resulterade i 15 artiklar som publicerats de senaste fem åren. Artiklarna har kvalitetsgranskats och därefter sammanställts. Resultat: Fysisk aktivitet i samband med inlärning har i ett flertal studier visat sig leda till positiva resultat genom snabbare svarstid, noggrannhet och uppmärksamhet. Barnen som deltog i aeroba aktiviteter blev mer uthålliga och kunde behålla fokus längre vid de kognitiva testerna. Det skolämne som en signifikant skillnad kunde utläsas i var matematik följt av stavning och läsning. Olika interventionsprogram för att främja barns fysiska aktivitet har visat en positiv effekt i skolresultat och kognitiva tester. Slutsats: Föreliggande litteraturstudie visar att en ökad fysisk aktivitet har en positiv inverkan på barns inlärning och skolresultat genom förbättrad koncentrationsförmåga och noggrannhet.
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Wilson, Tona. "Relationships Between Specific Health-Related Fitness Components and Standardized Academic Achievement Tests." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/247.
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In an attempt to meet monetary-driven mandates to improve student achievement test scores, administrators are replacing physical education activities with subject matter classes in many American schools. This practice negates the positive contributions of physical activity to academic performance and student fitness. Guided by self-efficacy theory, this study assessed the impact of optimal versus minimal physical fitness state on student academic achievement. The study sample included 5,416 9th grade students from the same school district who completed a minimum of 5 of the 6 components of the FITNESSGRAM tests, and who also completed the math and English language arts (ELA) portions of the California Standards Test. The independent variables were optimal and minimal physical fitness based upon completing 6 or 5 FITNESSGRAM components, respectively. Analyses included independent samples t tests, ANOVA, and Dunnet's C test to detect differences in mean academic scores with gender and ethnicity as covariates. Optimally fit students had significantly higher (p < 0.05) scores in math and ELA tests relative to minimally fit students. Female academic test scores tended to be higher than male scores in both academic tests. School officials, when contemplating curricular programs devoid of a physical education component, might judiciously reassess the positive effects of physical fitness upon academic achievement and the associated biopsychosocial benefits for their students. Physically fit and academically enriched students may provide a foundation for positive social change directed at engendering a healthier, motivated, and productive citizenry.
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Hulecki, Mary Beth. "The relationship between increased physical fitness and learning disabled children's self-concept, anxiety, and academic achievement." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558374.
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The purpose of the study was to determine the relationship between increased physical fitness and learning disabled student's self-concept, anxiety level. and academic achievement. 34 learning disabled students in seventh arr. eighth grade (X age = 14 years, 7 months) were divided equally into comparison and treatment groups. For six weeks, the comparison and treatment groups maintained similiar class schedules with the exception that the treatment group was assigned to a physical education class where the students would partake in an aerobic exercise program (i.e. running and aerobics) and the comparison group remained in study hall. All 34 LD students were pretested and posttested using the 12 Minute Walk/Run Test. Piers-Harris Self- Concept Scale for_ Children, Revised Children's Manifest Anxiety Scale, and Wide Ranae Achievement Test-Revised.Four null hypotheses were tested using multivariate any, univariate analysis. The .05 level of significance was Mary Beth Hulecki Ed.D Ball State University, 1988 established as the critical probability level for the non acceptance of the statistical hypotheses.FindingsResults of multivariate analyses indicate: that no significant differences existed between the comparison and treatment groups on measures of IQ. self-concept. and anxiety. Results of multivariate analyses of pre-and posttest measures of the independent variable under study indicated that no significant differences existed between the comparison and treatment groups on measures of IQ. self-concept.and anxiety. Results of univariate analyses found no significant differences between the treatment and comparison groups after the physical fitness program on the independent measures of self-concept and anxiety level. Significant differences (p < .05) between the treatment and comparison groups were noted after intervention on measures of achievement and fitness. These results were observe: to be significant in the area of reading (p <.001).ConclusionsThe results of this study did not support theories that Suggested an increase in physical fitness Produced higher Self-concepts and decreased the anxiety level of learning disabled children. Although the LD students significantly raised their achievement scores, their anxiety level did not lessen and their self-concept scores were no higher after the running program. Several possible explanations are offered for consideration:1. Although achievement scores were higher after Intervention, they were still 2 or more standard deviations below the mean. These LD students were still functioning like mildly mentally handicapped students and were still far below the functioning level of their normal achieving peers. 2. As cited by other authors, LD students often try to portray themselves in a better light and do not accurately report their feelings.3. Underachievers were thought to respond unreliably on measures of self-concept.Department of Special Education
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Gorman, David Andrew. "The effect of athletic participation on academic achievement for high school seniors in eastern Tennessee." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.
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Lynn, Courtney. "Does Physical Fitness Predict the Reading Achievement of Fifth-Grade Students? The Interaction with Gender." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6306.
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States across the nation are facing pressure to meet standards for high stakes testing which is resulting in a decrease in the amount of time allotted to physical education (Ennis, 2006). Although the U.S. Department of Health and Human Services (2008) recommends children engage in 60 minutes or more of physical activity a day, on average, children only receive 30 minutes per day of aerobic exercise (Epstein et al., 2001). Despite this decrease in physical activity, research has shown that physical activity is associated with academic achievement (Ardoy et al., 2013). In addition, physical activity is positively related to physical fitness (Rowlands, Eston, & Ingledew, 1999), which has also been shown to have a positive relationship with academic achievement (Castelli, Hillman, Buck, & Erwin, 2007). This study is the first to look at how gender moderates the relationship between physical fitness and reading achievement.
Secondary data analyses were conducted with a total of 74, fifth-grade youth. All participants took the Fitnessgram (Plowman & Meredith, 2013) and Discovery Education (Discovery Education, 2014). The Fitnessgram is a standardized measure of physical fitness and activity levels used in schools. It is comprised of the Pacer (a measure of aerobic fitness), curl-ups, trunklift, flexed arm hang, and backsaver sit-and-reach. Discovery Education is a standardized, criterion-referenced assessment that measures students’ academic achievement in reading. The data were analyzed using regression analyses in order to determine the extent to which physical fitness predicts academic achievement and the extent to which gender moderates this relationship.
No measure of physical fitness (i.e., Pacer, curl-ups, trunklift, flexed arm hang, and backsaver sit-and-reach) significantly predicted academic achievement. In addition, gender did not significantly moderate any of the relationships. However, the small sample size utilized in this study limited the ability to detect an interaction. When all physical fitness components were included as predictors of academic achievement, the model accounted for less than 4% of the variability in academic achievement. The limitations, implications of findings, and directions for future research are discussed.
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Adelantado-Renau, Mireia. "Healthy lifestyle factors and academic performance in secondary school students: DADOS study." Doctoral thesis, Universitat Jaume I, 2019. http://hdl.handle.net/10803/667628.
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The main aim of this PhD Thesis was to investigate the associations between healthy lifestyle factors and academic performance in secondary school students. A total of 274 students (aged 13.9±0.3 years) from the DADOS (Deporte, ADOlescencia y Salud) study were involved in the present PhD Thesis. The main findings reveal that academic performance in secondary school students is 1) positively associated with sleep quality; 2) positively associated with adherence to the Mediterranean diet and daily meal frequency, and negatively associated with the risk of eating disorders; 3) negatively associated with tumor necrosis factor-α; 4) positively associated with cardiorespiratory fitness and muscular strength; 5) not associated with physical activity levels, and negatively associated with screen media usage. Overall, the present PhD Thesis indicates a positive association between healthy lifestyle factors and academic performance in secondary school students.El objetivo principal de esta Tesis Doctoral fue investigar las asociaciones entre los hábitos saludables y el rendimiento académico en estudiantes de educación secundaria obligatoria. Un total de 274 estudiantes (13.9±0.3 años), participantes del proyecto DADOS (Deporte, ADOlescencia y Salud) fueron incluidos en esta Tesis Doctoral. Los hallazgos revelan que el rendimiento académico se asocia: 1) positivamente con la calidad del sueño; 2) positivamente con la adherencia a la dieta Mediterránea, y la frecuencia diaria de comidas, y negativamente con el riesgo de padecer trastornos de la alimentación; 3) negativamente con la concentración del factor de necrosis tumoral-α; 4) positivamente con la resistencia cardiorrespiratoria y la fuerza muscular; 5) negativamente con el tiempo empleado en actividades de pantalla, y no se asocia con los niveles de actividad física. La presente Tesis Doctoral indica una asociación positiva entre los hábitos saludables y el rendimiento académico en estudiantes de educación secundaria obligatoria.
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Miller, Therese A. "The effect of physical activity on the academic performance and classroom behavior of fourth grade students /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988684.
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Diep, Judy. "Size Matters| The Impact of Weight-Based Discrimination on College Students' Physical Health, Mental Health, and Academic Achievement." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10275373.
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Inclusion of students with diverse identities and addressing all forms of discrimination are critical for institutes of higher education. While progress has been made to create welcoming environments for many social groups, one has been largely ignored. Fat* students are at risk for facing weight-based discrimination with possibly detrimental effects to their physical health, mental health, and academic success. Given that there are no legal protections against weight-based discrimination, and a general acceptability of weight bias, fat students are possibly marginalized and left to cope on their own.
The purpose of this quantitative study was to explore gender and racial differences in experiencing weight-based discrimination, and examine the relationships between weight-based discrimination, self-esteem, internalized weight bias, physical health, mental health, and academic achievement. An online survey was completed by 502 students from a large public university in Southern California. The findings revealed that female college students reported experiencing significantly more weight-based discrimination than male college students. Weight-based discrimination significantly predicted lower levels of physical health and mental health. Furthermore, internalized weight bias and self-esteem were found to be significant mediators of the effect of weight-based discrimination on physical health and mental health. The results of this study provide a better understanding of the physical and psychosocial effects of weight-based discrimination of college students. Recommendations are made for the development of size inclusive policies and practices, inclusion of fat pedagogy, and a weight-neutral approach to college health so that students of all sizes may persist and successfully complete their higher educational journeys. *The term “fat” is used in a neutral, non-judgmental sense.
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Holt, Edna Edith. "High school student's nutritional status and their academic performance." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3202.
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Jenkyns, James Allen. "The relationship between the type of physical education program and student's academic achievement, leisure time activity and perceived competence." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60380.pdf.
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Dryden, Loraine. "The correlation between levels of physical activity, academic performance and self-esteem in Grade 4 children in a South African private school." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/58975.
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The study of self-esteem has spanned more than a century, with theorists approaching it from many and varied standpoints. This study aimed to examine the relationship between physical activity, self-esteem and academic achievement in grade 4 children at a private school in South Africa. A correlational research design was used to investigate the relationships between the Piers-Harris Children’s Self-Concept Scale, 2nd Edition, the Physical Activity Questionnaire for Older Children, and Academic Achievement. The results indicated a statistically significant positive correlation between self-esteem and academic achievement (r = 0.420). Correlations were noted between levels of physical activity and physical self-concept (r = 0.486) and between academic achievement and intellectual and school self-concept (r = 0.562). Future research beyond merely correlational analysis would provide more insight into the nature of the relationships.Mini Dissertation (MA)--University of Pretoria, 2016.
National Research Foundation (NRF)
Psychology
MA
Unrestricted
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Dalziell, Andrew Gregor. "Exploration of an innovative approach to physical education (better movers and thinkers) on children's coordination and cognition." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/20997.
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In Scotland, Health and Well-Being (HWB) has become a core area in school curricula following the introduction of Scotland’s Curriculum for Excellence in 2004. Physical Education (PE) is one of the subjects within HWB, which places it within a prominent position to positively influence children’s decisions to live a healthy and active lifestyle. Scottish Government guidelines indicate that each child aged 3 – 11 years should receive 2 hours of PE each week and children aged 12 – 18 years should receive 2 periods of PE each week. The percentage of schools achieving 2 hours/2 periods each week is encouraging with 99% of primary schools and 93% of secondary schools in 2015. Some head teachers might have had concerns that increasing the time spent in PE would detrimentally affect academic attainment and achievement in other curricula areas such as numeracy and literacy. Evidence does not support these concerns; some studies showed no detrimental effect whilst other studies identified a beneficial effect as a result of increased time spent in PE. However, the understanding of how these positive effects were mediated remains unclear. The literature considers physical activity (PA) as a potential mediator with more recent studies evaluating the impact of physical activity (PA) on academic achievement and attainment. A clearer understanding about which approaches to PE and PA are most effective in positively influencing children’s learning would be of value aligned with the knowledge of student’s experiences and perceptions of PE. The aim of this thesis was to evaluate if a novel approach to PE known as ‘Better Movers and Thinkers (BMT)’ could positively influence children’s coordination and cognition and to evaluate student’s experiences of this approach. Three studies were planned to explore this aim. Study one involved a feasibility study being undertaken with students who were in their sixth year of education (n = 46) within two primary schools from one local authority to evaluate the feasibility of running BMT as an intervention within school. The study involved pre- and post-testing of two quantitative outcome measures; the Movement Assessment Battery for Children – 2nd Edition and the Lucid Assessment for Schools System as well as collecting qualitative data from the students and class teachers using focus groups and semi-structured interviews to obtain an understanding of their experiences following a 16-week intervention phase. Academic skills were assessed using the Lucid Assessment System for Schools 8 – 11 and physical testing was undertaken using balance and coordination subtests from the Movement Assessment Battery for Children (2nd Edition). Quantitative results revealed significant increased score changes between pre- and post-test conditions in the areas of phonological skills (p = .042), segmentation skills (p = .014) and working memory (p = .040) in favour of the intervention condition. Analysis of qualitative data from a sample of students from the intervention condition (n = 8) and their class teacher indicated good acceptability of BMT as an alternative approach to PE. The results and reflections from study one informed the design of study two. In response to study one, more specific measures of cognition were used as the nature of the academic skills testing was limited in this area. Similarly, the physical testing did not specifically measure coordination and new physical subtests were added to the outcome variable. Further PA habits were included as an additional outcome measure to control for the effects of student activity levels. Finally, the addition of a follow-up testing phase helped to evaluate if changes did occur between pre- and post-testing similar to study one, would these changes be maintained over time. The aim of study two was to identify what impact BMT had on children’s coordination and cognition. The study involved 6 schools from within the same local authority, 3 acting as the control condition schools (C-schools) and 3 as the intervention condition schools (I-Schools). The schools were selected at random by the Quality Improvement Officer (QIO) within the local authority. There were a number of potential schools and the QIO chose schools based on two criteria: their proximity with one another ensuring that catchment areas would be similar in regard to local history, geography and socioeconomic variables and schools where it would be feasible to run the research. Once the schools were identified, their names were placed within opaque-sealed envelopes and a person external to the study chose 3 schools and allocated them to the intervention condition leaving the other 3 as the control condition. Students (n = 150) were all in their sixth year of primary education attending mainstream public school. Study two involved four phases; pre-test, a 16-week intervention phase, post-testing, and, 6-month follow-up testing. Physical activity habits were assessed using the ‘Physical Activity Habits Questionnaire for Children (PAQ-C),’ coordination was assessed using four patterns of locomotion (crawling on the stomach, creeping on hands and knees, marching and skipping) and cognition was assessed using the ‘Cognitive Assessment System (CAS).’ Overall findings from study two suggested significant intervention effects in coordination (p = .001) and cognition (p = .001) with no significant effects for physical activity habits (p = .200). Semi-structured focus group interviews were conducted in each of the 6 schools. Grounded theory was used to identify emergent themes and categories to evaluate student perceptions of their PE experiences following completion of the intervention phase. Analysis identified that BMT provided different experiences compared with traditional approaches to PE suggesting that key aspects of BMT should be incorporated into the delivery of PE lessons to build on current good practice. These aspects include the direct focus on developing the children’s ability to move and think simultaneously and, directly targeting the development of Executive Function (EF) skills. The findings from this thesis have implications for Continued Lifelong Professional Learning (CLPL) for primary school teachers and for specialist PE teachers. The findings may also influence course programmes within Initial Teacher Education (ITE) and specialist PE training and for future PE programme design.
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Martinez, Ramiro 1964. "Explanatory Style and College Performance in Students with Physical Disabilities." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278608/.
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Seventy students (38 with physical disabilities and 32 without physical disabilities) were matched on age (a criterion of ± 4 years was used) and sex. Members of both groups, Persons With Physical Disabilities (PWPD) and those Persons Not Physically Disabled (PNPD), were asked to complete the University Services Inventory, Academic Goals Questionnaire, Academic Attributional Style Questionnaire (AASQ), and Beck Depression Inventory (BDI) to determine how these variables were related to explanatory style (ES, as determined by AASQ scores). ES has its origins in the reformulated learned helplessness model (Abramson, Seligman, & Teasdale, 1978). According to this model, individuals who made attributions that were internal-stable-global (pessimistic ES) were more likely to experience mood and behavior deficits in the wake of bad events. The present study examined college achievement (GPA), utilization of university services, goal specificity, goal efficacy, and responses to academic setbacks, as these variables were related to ES. Additionally, ES scores were examined with regards to differences in gender and disability status (both between different disability groups and between individuals with and without physical disabilities).
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Félez, Nóbrega Mireia. "Patterns of sedentary behavior, physical activity and cognitive outcomes in University young adults: relationships with academic achievement and working memory capacity." Doctoral thesis, Universitat de Vic - Universitat Central de Catalunya, 2017. http://hdl.handle.net/10803/565727.
Full textAbstract:
Introduction. The physical health benefits of sitting less and being more active are well
documented. However, little is known about how sedentary behavior patterns, alone or in
combination with physical activity, influence cognitive outcomes. In young university adults (i.e.
18-25 years old) an age group characterized by optimal cognitive functioning where academic
achievement and cognitive control abilities are essential, research is even scarcer. In this context,
this PhD thesis investigated the influence of sedentary behavior and physical activity on cognitive
outcomes (working memory and academic achievement) in a sample of young university students.
Methods. Three different studies were conducted. Study 1 validated a short working memory task
that was subsequently used in studies 2 and 3. In study 1 (n=325) validity evidence was evaluated
by comparing participants’ scores on the three shortened complex span tasks (Operation,
Symmetry and Rotation Span) with two measures of reasoning ability (Raven’s Advanced
Progressive Matrices and Number Series) and using confirmatory factor analysis. In addition,
Cronbach’s coefficient alpha was computed for each complex span task as an index of internal
consistency. Study 2 (n=371) and Study 3 (n=132) used cross-sectional designs to examine
associations between sedentary behavior and physical activity patterns with working memory
capacity and academic achievement. In both studies, academic performance was measured via
grade point average and working memory capacity was assessed through the validated shortened
complex span task. For physical activity and sedentary behavior variables, Study 2 assessed
physical activity intensities (min/week of light, moderate and vigorous PA) and min/day of
domain-specific sedentary behavior via self-report (International Physical Activity Questionnaire
and Last 7 days sedentary behavior questionnaire). Study 3 employed objective assessments
(activPALTM) to determine sedentary behavior variables (total sitting/lying time, total number of
breaks in sitting/lying time and sedentary bouts duration), standing time, and physical activity
variables (light and moderate-to-vigorous intensity physical activity).
Pearson correlations determined which variables were included in the analysis, and separate
multiple linear regression models were performed to examine combined associations between
sedentary behavior and physical activity variables with cognitive outcomes.
Results. Study 1 indicated that the short version of the Spanish complex span has satisfying
psychometric qualities for assessing working memory capacity in Spanish-speaking university
students. Study 2 found that performing more than 3h/week of moderate physical activity was
related to increases in working memory capacity, but physical activity intensities were not
associated with academic performance. Spending >3h/day seated on weekends while performing
non-screen leisure activities was related to reduced working memory capacity, after adjusting for
physical activity, while spending >3 h/weekday seated in these sedentary activities or in leisureforms
of screen time were inversely associated with academic performance regardless of physical
activity level. Study 3 indicated that, independently of physical activity, the amount of time spent
in sedentary bouts of 10-20min during weekdays was positively related to academic achievement
while sedentary bouts of 20-30min during weekend days were negatively related to working
memory capacity. No significant associations were identified for total sitting time.
Conclusions. Time spent in specific leisure domains of sitting time may detract from academic
performance and working memory capacity, independently of physical activity intensity and
duration. In addition, preliminary results indicated that breaking prolonged sitting time may
differentially impact distinct cognitive outcomes by optimizing cognitive operations associated
with academic performance and impairing working memory processes.Introducció. Seure menys i ser més actiu comporta ferms beneficis en la salut física. No obstant, poca evidència científica existeix sobre com els patrons de comportament sedentari, per si mateixos o en combinació amb l’activitat física, influencien paràmetres cognitius. En joves universitaris (18-25 anys), grup d’edat caracteritzat per gaudir d’un rendiment cognitiu en el punt més òptim on el rendiment acadèmic i les funcions executives són essencials, l’evidència és fins i tot més escassa. En aquest context, l’objectiu de la present tesi doctoral ha estat investigar quina és la influència del comportament sedentari i l’activitat física en paràmetres cognitius (memòria de treball i rendiment acadèmic) en una mostra de joves universitaris. Metodologia. Tres estudis diferents es van dur a terme. L’Estudi 1 va validar una tasca que mesura la memòria de treball la qual va ser utilitzada en L’estudi 2 i 3. En l’Estudi 1 (n=325), es va avaluar la validesa de la tasca per mesurar la memòria de treball comparant les puntuacions de les tres subtasques que la composen (Operació, Simetria i Rotació) amb les puntuacions de dues mesures que avaluen la capacitat de raonament i utilitzant la tècnica d’anàlisis factorial confirmatori. A més a més, es va obtenir el coeficient d’alfa de Cronbach per a cadascuna de les tres subtasques per tal d’obtenir l’índex de consistència interna. L’Estudi 2 (n=371) i 3 ( n=132) van emprar dissenys cros-seccionals per examinar les associacions entre patrons de comportament sedentari i activitat física amb la memòria de treball i el rendiment acadèmic. En ambdós estudis, el rendiment acadèmic es va mesurar a través de la nota mitjana acadèmica obtinguda en estudis universitaris, i la memòria de treball es va mesurar amb la tasca descrita en l’Estudi 1. En relació a l’activitat física i comportament sedentari, l’Estudi 2 va mesurar activitat física (minuts/setmana d’activitat física lleugera, moderada o vigorosa) i minuts/dia de temps assegut en cada domini a través de dos qüestionaris. L’Estudi 3 va emprar mesures objectives (activPALTM) per mesurar les variables relatives al comportament sedentari (temps total assegut/estirat, nombre total d’interrupcions en el temps assegut/estirat i el temps assegut en duracions específiques), temps dempeus i activitat física (lleugera i moderada-vigorosa). Correlacions de Pearson van determinar quines variables van ser incloses en l’anàlisi i es van dur a terme models múltiples de regressió lineals per tal d’examinar les associacions entre les variables de comportament sedentari i activitat física amb els paràmetres cognitius. Resultats. L’estudi 1 va indicar que la versió de les tasca creada en Castellà posseïa qualitats psicomètriques satisfactòries per mesurar la memòria de treball en població universitària bilingüe català/castellanoparlant. L’estudi 2 va mostrar que >3h/setmana d’activitat física moderada s’associa amb un augment del rendiment de la memòria de treball però no amb el rendiment acadèmic. Passar >3 h assegut en un dia no laborable mentre es realitzen activitats d’oci (que no incloguin estar davant d’una pantalla) es va relacionar amb pitjor rendiment de la memòria de treball després d’ajustar els resultats per l’activitat física. Alhora, >3h assegut en un dia laborable realitzant activitats d’oci (que incloguin o no estar davant d’una pantalla), es van associar inversament amb el rendiment acadèmic, independentment de l’activitat física. L’estudi 3 va indicar que independentment de l’activitat física, passar més temps assegut en períodes de 10-20min en dies laborables es va relacionar amb augments del rendiment acadèmic mentre que passar més temps assegut en períodes de 20-30min en dies no laborables es va relacionar negativament amb la memòria de treball. Conclusions. El temps assegut destinat a determinades activitats durant el lleure pot comportar disminucions en el rendiment acadèmic i la memòria de treball independentment de l’activitat física que es realitzi. Alhora, els resultats preliminars indiquen que interrompre períodes de temps assegut prolongat pot tenir un impacte distint sobre la cognició, optimitzant processos cognitius associats amb el rendiment acadèmic i reduint-ne aquells associats amb la memòria de treball.
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Stone, Brett Allyn. "The Effect of Physical Activity on Youths’ Cognitive, Academic, and Behavioral Outcomes: A Meta-Analysis of Single Case Design Studies." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6403.
Full textAbstract:
A third of youth in the United States are currently classified as overweight, which is impacted by the low rates of youth that meet daily physical activity recommendations. Engaging in physical activity contributes to healthy body weight and physical fitness, both of which have positive health consequences. Participating in physical activity not only aids in positive health outcomes, but research indicates that it also has a positive relationship with and effect on youths’ cognitive, academic, and behavioral outcomes. The majority of researchers conducting meta-analyses examining the effect of physical activity on youths’ cognitive, academic, and behavioral outcomes have excluded single-case design research from the data analyses. Excluding these types of designs from syntheses of the research may create an inaccurate account of the effect of physical activity on youths’ cognitive, academic, and behavioral outcomes. The current study addressed these issues by conducting a meta-analysis of single-case design studies over approximately the past 50 years to add to the current understanding of the effect of physical activity on youths’ cognitive, academic, and behavioral outcomes. Additionally, moderator analyses were conducted on numerous participant, intervention, and study characteristics that were deemed important, as indicated in the literature review. The effect size of physical activity on youths’ academic and behavioral outcomes was determined by utilizing hierarchical linear modeling of the included 81 time series from 15 single-case design studies. There were not enough data to calculate the effect size on youths’ cognitive outcomes. Significant effect sizes were found that indicate physical activity has an effect on increasing youths’ desirable behaviors (e.g.on task behavior and social skills) and decreasing youths’ undesirable behaviors (e.g. self stimulation, self-injurious behaviors, and off task behavior; ES = 1.83), as well as, increasing work completion, (ES = 2.01). No moderating effects were found other than the type of single case design moderated the effect on youths’ behavioral outcomes. The current study is important for decision makers in schools when deciding whether to increase or decrease particular students’ time spent in physical activity. Additionally, the results of the study are pertinent to other practitioners who work with youth, parents, and for youth themselves so that they can utilize physical activity interventions to help with appropriate behaviors and work completion.
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Lacouture, Cynthia M. "The influence of academic achievement, prior clinical experience and a collaborative clinic-based learning experience on critical thinking ability in physical therapist assistant students /." View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1569.html.
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Thesis (M.A.)--Central Connecticut State University, 1999.Thesis advisor: Marc Goldstein. " ... in partial fulfillment of the requirements for the degree of Master of Arts [in Psychology]." Includes bibliographical references (leaves 30-36).
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Shanklin, Jennifer Rae. "The impact of accountability on student response rate in a secondary physical education badminton unit." Virtual Press, 2004. http://www.oregonpdf.org.
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Donnelly, Jamie Anne. "The Relationship Between Physical Fitness and School Performance in Middle School Girls." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1996.
Full textAbstract:
Past research has indicated a significant relationship between physical fitness and standardized test scores; however, the relationship between physical fitness and other aspects of school performance has yet to be empirically examined in a population specifically composed of middle school girls. This study examined several factors that contribute to school success, such as classroom behavior, attendance, and grades, in relation to physical fitness among a group of adolescent girls. It was specifically designed to examine the statistical relationship between physical fitness, as measured by the Fitnessgram, and quantitative data on school performance including grades, standardized test scores, school behavior, and attendance among 280 middle school girls. The biopsychosocial theory was used as the basis of this study, with the biological factors of fitness levels and BMI, psychological factors of grades and test scores, and social factors of attendance and behavior. A 1-way between-subjects multivariate analysis of variance demonstrated that the psychological and social factors of school performance were significantly affected by the biological factor of physical fitness. A significant correlation was also found between BMI, grades, and attendance. Positive social change implications include informing school administrators on the importance of increasing the emphasis on physical activity instead of replacing physical activity with additional time in core academic subjects. In addition, the results demonstrate the important relationship between school performance and physical fitness in middle school girls and underscore the importance of fostering physical fitness within this distinct group of middle school-aged girls.
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Ramasike, Lineo Florence. "The use of an analogy in conjunction with a conventional practical activity to mediate Grade 11 learners’ sense making of Ohm’s law." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/4558.
Full textAbstract:
In most South African schools Grade 12 Physical Sciences learners are generally not performing well. As Examiners’ Reports reveal, they are particularly weak on the topic of electrical circuits. Because of this, the Examiners recommended that conventional practical activities and revision should be implemented to improve learners’ performance whilst they are in Grade 11. These factors contributed to the rationale of this study in using the ‘straw electricity’ analogy in conjunction with a conventional practical activity to mediate learners’ sense making of Ohm’s law. The study falls within the interpretive paradigm, whose focus is on the understanding of human world-views. Within the interpretive paradigm a qualitative case study approach was employed. It is a case study because it aimed to investigate a group of learners in a given context. This qualitative case study used purposive sampling to select participants. Various data gathering techniques were employed, namely, documents, observations and stimulated recall interviews. The gathered data was analysed so as to determine the indicators of how learners made sense of Ohm’s law. The findings of this study are that learners were able to construct new knowledge within a social context where the ‘straw electricity’ analogy, using easily accessible resources, was incorporated in tandem with a conventional practical classroom task. Moreover, the ‘straw electricity’ analogy enabled a better understanding of science concepts as it tested and supported different learning skills.
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Fitzgibbons, Jean Katherine. "The impact of the "C" average policy on the academic achievement and attendance of student-athletes at Stagg High School between 1981 and 1983." Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/3037.
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The purpose of this study was to examine the impact of the "C" average rule on student achievement at Stagg High School, Stockton, California. This study particularly addressed the issue of whether there were significant differences between athletes' grade point averages (GPA) before implementation of the policy and after. In addition, the study included assessing differences in attendance patterns of the athletes. The 1981-82 school year was identified as the year prior to implementation of the "C" average-rule. The 1982-83 school year was considered the implementation year and, finally, the 1983-84 school year was identified as the year after the implementation of the "C" average rule.For an athlete to be included in this study, a grade point average must have been available for at least one of the three athletic seasons during the year preceding the implementation of the "C" average policy. In addition, each athlete must have participated in athletics subsequent to the 1981-82 year. Thus, each athlete was required to have GPA and attendance data for two particular points in time over the three years included in the study. The total number of male and female athletes for whom all analyses were done was five hundred sixty-two. These athletes represented the four major ethnic groups, Black, Asian, White and Hispanic. All data were organized to correspond with the fall, winter, and spring athletic seasons. Grade point averages were recorded from report cards and transcripts. Attendance data were recorded from individual attendance sheets maintained at the school site. Ethnicity and gender were recorded based upon school emergency cards. Ten questions provided the focus of the study. Each of the ten questions to be answered asked for a comparison between GPA or attendance prior to implementation of the "C" average rule and subsequent to it. Means for the particular paired groups were obtained, and the t test for related measures was calculated. The .1 0 level was used to determine significance. While some significant differences were noted, usually favoring pre policy data, generally speaking, it appeared that the policy had no direct impact upon either grade point averages or attendance rates. The study was not done in a way to establish a cause and effect relationship, but from a practical perspective, it does not appear that either GPA or attendance was seriously affected. Recommendations for future studies are made including replication of this study now that California has implemented the "C" average rule statewide, as well as in a variety of other high school settings.
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Pan, Yue. "Spousal Concordance in Academic Achievements and Intelligence and Family-Based Association Studies Identified Novel Loci Associated with Intelligence." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1734.
Full textAbstract:
Assortative Mating, the tendency for mate selection to occur on the basis of similar traits, plays an essential role in understanding the genetic variation on academic achievements and intelligence (IQ). It is an important mechanism explaining spousal concordance. We used principal component analysis (PCA) for spousal correlation. There is a significant positive correlation between spouses by the new variable PC1 (correlation coefficient=0.515, p<0.0001). We further research the genetic factor that affects IQ by using the same data. We performed a low density genome-wide association (GWA) analysis with a family-based association test to identify genetic variants that associated with intelligence as measured by WAIS full-score IQ (FSIQ). NTM at 11q25 (rs411280, p=0.000764) and NR3C2 at 4q31.23 (rs3846329, p=0.000675) were 2 novel genes that haven't been associated with IQ from other studies. This study may serve as a resource for replication in other populations and a foundation for future investigations.
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Crawley, Manuella B. "AN ANALYSIS OF THE IMPACT OF SOCIAL SUPPORT AND SELECTED DEMOGRAPHICS ON PHYSICAL ACTIVITY, DIETARY BEHAVIOR AND ACADEMIC ACHIEVEMENT AMONG MIDDLE AND HIGH SCHOOL STUDENTS." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1403105482.
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McEwen, Sharon. "An investigation of the relationship between students’ perceptions of their physical school environment and their self-esteem, learning goals, academic achievement and behaviours in school." Thesis, University of the West of Scotland, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.556072.
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Previous research investigating the relationship between the physical school environment and students' experiences of school have focused on sensory variables within the classroom (e. g. light, noise and temperature) or focused on particular areas of the school (e. g. classroom or playground). It is argued that this approach fails to capture the complexity of the physical school environment as it does not consider students' subjective perceptions of their physical school environment and does not capture the functionality of their space. This research investigates students' perceptions of their physical school environment and how this relates to their self-esteem, learning goals, academic achievement and behaviours in school. In the first stage of this research six focus groups were conducted with students between 11 and 17 year old from two secondary schools to gain an understanding of how the physical school environment hindered or facilitated their behaviours. In the second stage, 610 secondary school students (11-17 years old) from two schools (School A and School B) were surveyed across three phases. Cross-sectional and longitudinal data was collected.
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Dipale, Floyd Modikwe. "The relationship between participation in sport and academic achievement in grade 10 and 11 learners in the Dr Kenneth Kaunda District / F.M. Dipale." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4710.
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The purpose of this research was to determine whether adolescents who participate in sport
perform better academically in comparison to their non–participating counterparts. An availability
sample of 210 learners between 14 and 24 years from a secondary school in the Dr Kenneth
Kaunda District took part in this research. The participants were assessed by a Biographical
Questionnaire adapted from Mpshe (1996); an adapted version of The Physical Activity Index of
Sharkey (1979); the General Scholastic and Aptitude Test (GSAT)(Claassen, De Beer, Hugo &
Meyer,1998); The revised two–factor Study Process Questionnaire: R–SPQ–2F of Biggs (1987a,
1987b); The Rosenberg Self–Esteem Scale (RSES), Rosenberg (1965); an adapted version of
The Self–concept and Motivation Questionnaire of Bester (2003), and The Psychological Wellbeing
(PWB) Scales of Ryff (1989).
To obtain an overview of the participants’ academic performance, averages obtained in the
June 2010 examinations in the four compulsory learning areas, i.e. Setswana First Language,
English First Additional Language, Life Orientation and either Mathematics or Mathematical
Literacy, were calculated. A significant relationship between sport participation and academic
performance was yielded by a cross–tabulation with a practical significance of 0.09. Univariate
regression models with academic performance as dependent variable and the following
variables as independent variables were calculated as separate models, namely: IQ, Deep
approach and Surface Approach as dimensions of the R–SPQ–2F, Motivation, Self–esteem and
Psychological well–being. Only self–esteem was found to significantly predict academic
performance. A further analysis using an interaction between sport participation and self–esteem
did not yield a significant finding. It was concluded that it is important that Educational planners
should take cognisance of the literature and research findings of this study. In future studies
bigger samples can be used and the interaction between cognitive, non–cognitive and sociodemographic
variables in the prediction of academic performance can be studied.Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2011.
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Beati, Nada Y. "Smaller class size, tutoring, physical education, and professional development: Perception of Saudi Arabia female teachers for improving the academic achievement of Saudi Arabia high school girls." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/214.
Full textAbstract:
The Kingdom of Saudi Arabia, KSA, has invested ample resources to boost and enhance the environment and the outcome of its educational system. Using AlGodorat and AlTahsili, standardized tests used to evaluate students’ knowledge and skills, as a measurement to find discrepancies between girls and boys performance on these tests. This study investigated class size, tutorials, physical education and professional development as possible ways of improving the performance of Saudi Arabian girls. Further, the study conducted a survey targeting girls’ high school teachers in Saudi Arabia to get more prospective, opinions, and inclinations toward implementing these methods. Moreover, the study included recommendations for policy makers and leaders in the Kingdom of Saudi Arabia. The study found the majority of teachers were in favor of implementing these methods. Furthermore, we were able to find a correlation between teachers’ ages, locations, and experiences and their prospective toward these methods of improvement.
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Pearce, Renée Deanna. "Gender and physics : the relationship between learning orientation, self-confidence, and achievement /." 1997.
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方靖淼. "The Effects of Textbook Exercises Mastery Learning Instruction on Physics Learning Self-efficacy and Academic Achievement of Senior High School Students." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/72057007499315288026.
Full textAbstract:
碩士國立高雄師範大學
物理學系
100
Abstract The main purpose of this study was to explore the progress outcomes on Physics learning self-efficacy and academic achievement of the senior high school students after Textbook Exercises Mastery Learning Instruction. This study took third grade students in the senior high schools as research objects and adopted experiment design study to randomize these students to the experimental group and control group. The 41 students who voluntary participated in Textbook Exercises Mastery Learning Instruction were took as experimental group, and the 95 students who accepted traditional reference books exercises crammer instruction were took as control group . This study employed “Scale of Physics Learning Self-efficacy of Senior High School Students”, “Physics in College Entrance Simulated Tests” and “Physics in College Entrance Test” for examination and comparison between experimental group students and control group students on their changes in Physics learning self-efficacy and academic achievement during experimentation. The conclusions of the study based on the data analysis were as follows. 1. Compared with the traditional reference books exercises crammer instruction, The Textbook Exercises Mastery Learning Instruction made more significantly promotion on students’ Physics learning self-efficacy. 2. The Experimental group students had significantly progress on Physics learning self-efficacy after Textbook Exercises Mastery Learning Instruction. 3. Compared with the traditional reference books exercises crammer instruction, The Textbook Exercises Mastery Learning Instruction made more significantly promotion on students’ Physics academic achievement immediate effect. 4. The Experimental group students had significantly progress on Physics academic achievement immediate effect after Textbook Exercises Mastery Learning Instruction. 5. Compared with the traditional reference books exercises crammer instruction, The Textbook Exercises Mastery Learning Instruction made more significantly promotion on students’ Physics academic achievement delayed effect. 6. The Experimental group students had significantly progress on Physics academic achievement delayed effect after Textbook Exercises Mastery Learning Instruction.
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Charamba, Erasmos. "Language as a contributing factor to the academic performance of Southern Sesotho Physics learners." Thesis, 2017. http://hdl.handle.net/10500/23453.
Full textAbstract:
Language is a crucial means of gaining comprehension of Physics content as well as providing correct answers to Physics questions and explanations of Physics phenomena. Therefore language determines the academic achievement of Physics learners. Consequently, language diversity plays a pivotal role in the outcomes of education in a multicultural society such as South Africa.
The research reports on the role played by language in the academic performance of learners whose language of instruction is different from their home language. A mixed method approach was used in which the participants were assigned to either the control or experimental group. Intervention was provided to the experimental group in form of Physics lessons in the learners’ home language.
The mixed method approach was used to elicit responses from a sample of 40 learners on the role of language in the learning and teaching of Physics to learners whose home language is different from the language of learning and teaching. Data was collected from 3 written tests (an English Language Proficiency test, pre- and post- tests) and interview responses. The sample comprised 24 girls and 16 boys aged between 15 and 17 years. Quantitative data was analysed using R- computing while interview responses were analysed using Glᾰser and Laudel’s model.
A paired t- test revealed statistically significant difference in the academic performance of the two groups in the post- test in favour of the experimental group which had been afforded intervention. The results of this study show that translanguaging approaches, where languages of input and output are deliberately interchanged, proved to be a valuable pedagogical strategy as learners got the chance to learn in their home language leading to an improvement in their academic performance in Physics.
The findings of this research are in line with some previous research which demonstrated that the use of learners’ home language is a social practice that goes beyond the four walls of the classroom. The use of pedagogies that embrace multilingualism is therefore highly recommended in 21st century Physics classes.Curriculum and Instructional Studies
D. Ed. (Didactics)
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Hong, JingSui, and 洪菁穗. "The relation of academic status , self-efficacy and achievement attributions for success and failure in physics and chemistry of junior high school students." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/35252753326595593801.
Full textAbstract:
碩士國立臺灣大學
物理學研究所
87
This study was based on expectation state theory (E.S.T), attribution theory and self-efficacy theory with three purposes. Firstly, it was to analyze the distributions of academic status, self-efficacy, and achievement attributions for success and failure in physics and chemistry, secondly, to analyze the relation between expectation status and self-efficacy and finally to explore the differences in academic achievement attributions for success and failure between students of different academic status categories and of different self-efficacy. For these purposes, the following instruments were used: The Classroom Structure Questionnaire, The Physics and Chemistry Self-Efficacy Questionnaire, and The Academic Achievement Attributions for Success and Failure Questionnaire. The subjects of this study were 234 students in 6 classes sampled from 3 schools in Taipei County. The obtained data was statistically treated by the one-way ANOVA, Tukey posteriori comparisons and t-test. The main findings were as follows: a. The distribution of students in each academic status category was as follows: positive group 19.2%, average group 25.2%, neglected group 35.5% and negative group 20.1%. There were significant gender differences in the distribution of the number of students in different academic status categories. b. The students’ physics and chemistry self-efficacy was significantly higher than the expectation value. There were no significant differences in physics and chemistry self-efficacy between the boys and the girls. c. In regard to academic achievement attributions for success and failure, the students were apt to attribute their success to internal and controllable factors, and attribute their failure to internal, controllable and unstable ones. In other words, the students’ academic achievement attributions for success and failure were positive. d. The students in different academic status categories were significantly different in self-efficacy. e. There were significant differences in academic achievement attributions for success and failure between the students of high and of low self-efficacy. The high self-efficacy group tended to have internal and controllable attributions for success and unstable attributions for failure. In other words, the high self-efficacy group had more positive attributions for success and failure than did the low self-efficacy group. f. For students in different academic status categories, their attributions for success and failure were significantly different. The students of high academic status had more positive attributions for success and failure than did the students of low academic status. Finally, based on the findings of this study, further discussion and suggestions would be made.
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Wang, Fu-Chen, and 王富蓁. "The Influence on Eighth Graders’ Academic Achievement and Self-Esteem of Learning Thermal Physics and Pure Substance Through Small-Group Discussion Mastery Learning Instruction." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/55110990454720608841.
Full textAbstract:
碩士國立交通大學
理學院科技與數位學習學程
101
The main purpose of the study was to explore the progress outcomes on 8th graders’ academic achievement and self-esteem of learning the two units of 8th grade physics textbook, thermal physics and pure substance, after small-group discussion mastery learning instruction. This study took two eighth grade classes from a junior high school in Yangmei City as research objects. One class received small-group discussion mastery learning instruction was took as the experimental group. The other class received lecture mastery learning instruction was took as the control group. This study employed a questionnaire on self-esteem, summative evalution, and scores of the final exam for examination and comparison between the experimental group students and control group students on their changes of academic achievement and self-esteem after learning thermal physics and pure substance. The conclusions of the study based on the descriptive statistics, T-tests, questionnaires, and interview records were as follows. 1. Experimental group students made a significant progress in academic achievement of learning thermal physics and pure substance through small-group discussion mastery learning instruction. 2. Experimental group students made a significant progress in delayed academic achievement of learning thermal physics and pure substance through small-group discussion mastery learning instruction. 3. Small-group discussion mastery learning instruction significantly improved the students’ academic achievement of learning thermal physics and pure substance better than lecture mastery learning instruction. 4. Small-group discussion mastery learning instruction significantly improved the students’ delayed academic achievement of learning thermal physics and pure substance better than lecture mastery learning instruction. 5. Small-group discussion mastery learning instruction significantly enhanced the learning desire of experimental group students. 6. Small-group discussion mastery learning instruction significantly helped experimental group students clarify the questions on tests. 7. Small-group discussion mastery learning instruction significantly helped experimental group students absorb the contents of textbook. 8. Small-group discussion mastery learning instruction significantly improved the sense of fullfillment and confidence of experimental group students.
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Kotoka, Jonas Kwadzo. "An investigation of physics teachers’ technological pedagogical content knowledge and their learners’ achievement in electricity." Thesis, 2018. http://hdl.handle.net/10500/25601.
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The purpose of this study is to investigate physics teachers’ (TPCK) and their learners’ achievement in electricity. A purposive sample of 42 Grade 11 physics teachers and 1423 learners participated in the study. An explanatory mixed method research design was employed in the study to collect data. A survey questionnaire (PTTPCKQ), consisting of six-point Likert scale questions, was answered by participating teachers. Similarly, their learners responded to a confirmatory questionnaire (LCPTTPCKQ). The learners also responded to the Electricity Learning Confirmatory Questionnaire (LELCQ) and wrote an achievement test called Learner Electricity Achievement Test (LEAT). The data collected was analysed both quantitatively and qualitatively. Quantitatively, it was found that a positive, statistically significant relationship existed between physics teachers’ experience and their learners’ achievement [Spearman’s rho (42) = .39, p = .011] as well as physics teachers’ TPCK and their qualifications [Spearman’s rho (42) = .33, p = .003]. There was also a positive statistical relationship between physics teachers’ TPCK and learner achievement, yet this was not statistically significant. There were positive, statistically significant relationships between all the constructs of the physics teachers’ TPCK and their TPCK from the analysis of the PTTPCKQ. There were positive statistically significant relationships between all the constructs of the physics teachers’ TPCK and their TPCK, according to the analysis of the LCPTTPCKQ. Furthermore, comparing the learners’ responses on the LCTTPCKQ and their teachers’ responses on the PTTPCKQ, it was found that both learners and teachers provided similar responses for all the constructs of TPCK except TCK. Qualitative data analysis further revealed that the technologies used by these teachers were PhET Simulations, YouTube Videos, Power Point Presentations, Interactive White Boards, and Mindset Videos. Finally, between 12.9% and 5.2% of the learners reported that their teachers had neglected to teach some sections of the electricity in the curriculum.Mathematical Sciences
Ph. D. (Mathematics, Science and Technology Education)
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Hui-ling, Lee, and 李蕙伶. "THE STUDY OF THE RELATIONSHIP BETWEEN ARGUMENTATIVENESS, ATTITUDES TOWARD SCIENCE, ARGUMENTATION ABILITY AND THE PHYSICS ACADEMIC ACHIEVEMENT OF 10TH GRADERS IN THE SENIOR HIGH SCHOOL." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/m2kpgd.
Full textAbstract:
碩士國立高雄師範大學
科學教育研究所
97
The purpose of this study was to compare the importance of the argumentativeness and the attitudes toward science on the argumentation ability and the physics academic achievement, investigating how 10th graders’ the argumentativeness and the attitudes toward science influenced their argumentation ability and physics academic ability. The research tools utilized in this study included of the Argumentativeness Scale , Attitudes toward Science Inventory , and Argumentation Ability Test. The raw data collected from 85 students in the 10th grade in Taipei city were analyzed by the methods of descriptive statistics, co-relational analysis, independent sample t-test and stepwise multiple regression analysis. The results were as follows: 1. The attitudes toward science , the argumentativeness , the argumentation ability and the physics academic achievement were normalized. Among the six components of the argumentation ability ,” claim” and “data” were toward negative skewness , and “counter-rebuttal” was toward positive skewness. 2. On the argumentation ability, the argumentativeness was more important than the attitudes toward science. 3. On the six components of the argumentation ability included “claim”, “rebuttal” and “rebut”, the argumentativeness was more important than the attitudes toward science. However, the attitudes toward science was more important than the argumentativeness on “warrant”. 4. On the physics academic achievement, the attitudes toward science was more important than the argumentativeness.
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Carter, Tracey-Ann. "The effect of single sex schooling on girls' achievement in Physical Science." Diss., 2005. http://hdl.handle.net/10500/623.
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This study investigated whether girls achieve better results in Physical Science in single sex environments or in co-educational classes. Thirteen independent South African schools where children were of similar socio-economic background were considered.
Grade 12 Matriculation Physical Science examination results for 1999 to 2003 were analysed using Bonferroni (Dunn) t-Tests and Scheffe's Tests. Questionnaires were completed by a small number of students in order to compare their attitudes towards Physical Science and examined qualitatively.
There were significant differences found by the administration of the Bonferroni (Dunn) t-Tests and Scheffe's Tests in 2000, 2001 and 2002 to indicate that girls in single sex schools achieved better results in Science than the co-educational schools. However, in 1999 and 2003 there was no significant difference in the results achieved, and so there may be other factors that are more important predictors of achievement than whether the schools are mixed or single sex.Educational Studies
M.Ed. (Natural Science Teaching)
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Jhou, Hai-An, and 周海安. "The relationships of academic achievement,physical activity." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/38696438963129563187.
Full textAbstract:
碩士國立臺灣師範大學
體育學系在職進修碩士班
100
The research aims to investigate fitness and physical activity(dynamic/stative) in daily living conditions so as to explore relationships between fitness and physical activity,at the same time ,school can utilize the analysis to formulate strategies ,aims and action proposals ,which could form the basis of promoting physical activity in the school.The subjects included 7,8,9 graders ,streamed into four groups—high-level Chinese ,low-level Chinese ,high-level Math ,low-level Math. The criteria are able students with top 10% scores(Chinese plus Math) and bottom10% scores (Chinese plus Math) in the third monthly examination ,first semester ,2011.The data includes questionnaires(international physical activity self-report shorter edition),fitness tests, and comparisons among groups. The results are as follows: 1.students of high scores in Chinese and Math have better fitness than students of low scores in Chinese and math, 2.students of high scores in Chinese and Math do more physical activity than students of low scores in Chinese and math, 3.in Chinese groups ,students with the highest physical activity amount have better scores than students with low, or sufficient physical activity amount and in math groups, students with the highest physical activity amount have better scores than students with low, or sufficient physical activity amount. According to results, I hope the government can prioritize fitness and physical activity amount on the list of national health indices.Education administration should implement PE towards fitness and physica l activity.let children win in PE class and let schools support Zero Hour PE Plan so that schools can bring out a new wave of sports.