Self-regulatory mode (locomotion and assessment), well-being (subjective and psychological), and exercise behavior (frequency and intensity) in relation to high school pupils’ academic achievement

Autor: Danilo Garcia; Alexander Jimmefors; Fariba Mousavi; Lillemor Adrianson; Patricia Rosenberg; Trevor Archer
Sprache: Englisch
Veröffentlicht: 2015
Quelle: Directory of Open Access Journals: DOAJ Articles
Online Zugang: https://peerj.com/articles/847.pdf
https://peerj.com/articles/847/
https://doaj.org/toc/2167-8359
doi:10.7717/peerj.847
2167-8359
https://doaj.org/article/fe8c5c40c69e4acf8a5230d4b92859b8
https://doi.org/10.7717/peerj.847
https://doaj.org/article/fe8c5c40c69e4acf8a5230d4b92859b8
Erfassungsnummer: ftdoajarticles:oai:doaj.org/article:fe8c5c40c69e4acf8a5230d4b92859b8

Zusammenfassung

Background. Self-regulation is the procedure implemented by an individual striving to reach a goal and consists of two inter-related strategies: assessment and locomotion. Moreover, both subjective and psychological well-being along exercise behaviour might also play a role on adolescents academic achievement.Method. Participants were 160 Swedish high school pupils (111 boys and 49 girls) with an age mean of 17.74 (sd = 1.29). We used the Regulatory Mode Questionnaire to measure self-regulation strategies (i.e., locomotion and assessment). Well-being was measured using Ryff’s Psychological Well-Being Scales short version, the Temporal Satisfaction with Life Scale, and the Positive Affect and Negative Affect Schedule. Exercise behaviour was self-reported using questions pertaining to frequency and intensity of exercise compliance. Academic achievement was operationalized through the pupils’ mean value of final grades in Swedish, Mathematics, English, and Physical Education. Both correlation and regressions analyses were conducted.Results. Academic achievement was positively related to assessment, well-being, and frequent/intensive exercise behaviour. Assessment was, however, negatively related to well-being. Locomotion on the other hand was positively associated to well-being and also to exercise behaviour.Conclusions. The results suggest a dual (in)direct model to increase pupils’ academic achievement and well-being—assessment being directly related to higher academic achievement, while locomotion is related to frequently exercising and well-being, which in turn, increase academic achievement.