Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
8650234 | Physiology & Behavior | 2018 | 31 Pages |
Abstract
The aim of this study was to determine, using structural equation modeling, the comprehensive relationships of achievement motivation (self-fulfillment achievement motivation [SFAM] and competitive achievement motivation [CAM]), daily behaviors (exercise habits, screen time, and learning duration), body mass index [BMI], and cardiorespiratory fitness [CRF]) with academic performance among schoolchildren. Three hundred twenty-five schoolchildren (172 males and 153 females; 12-13â¯years old) were recruited. Academic performance was assessed using the total grade points in 8 academic subjects (GP8); CRF using the 20-m shuttle run; and achievement motivation, daily behaviors, and socioeconomic status using questionnaires. Socioeconomic status was included as a control variable. In males, two cascade associations of achievement motivation to GP8 were detected: (1) SFAMâ¯ââ¯screen time/learning durationâ¯ââ¯GP8, and (2) CAMâ¯ââ¯exercise habitâ¯ââ¯CRFâ¯ââ¯GP8 (Ï2â¯=â¯8.72, pâ¯=â¯.19, AGFIâ¯=â¯.92). In females, two cascade associations were also detected: (1) SFAMâ¯ââ¯screen time/learning habitâ¯ââ¯GP8, and (2) exercise habitâ¯ââ¯BMI2â¯ââ¯GP8 (Ï2â¯=â¯6.17, pâ¯=â¯.41, AGFIâ¯=â¯.93). Our results suggest that greater achievement motivation is associated with academic success via various physiological/behavioral factors, and that these associations differ by gender.
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Authors
Toru Ishihara, Noriteru Morita, Toshihiro Nakajima, Koichi Okita, Masato Sagawa, Koji Yamatsu,