Self-regulation (locomotion and assessment), well-being (subjective and psychological), and exercise behavior (frequency and intensity) in relation to high school pupils’ academic achievement
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Abstract
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 behavior 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 Assessment and Locomotion Scales to measure self-regulation; Ryff’s Psychological Well-Being Scales short version, the Temporal Satisfaction with Life Scale, and the Positive Affect and Negative Affect Schedule to measure well-being and the Archer Ratio to measure exercise behavior. Academic achievement was operationalized through pupils’ the mean value of final grades in Swedish, Mathematics, English, and Physical Education.
Results: Academic achievement was positively associated to assessment, subjective well-being, and frequent/intensive exercise behaviour. Assessment was, however, negatively related to subjective well-being. Locomotion on the other hand was positively associated to subjective and psychological well-being and also to exercise behaviour.
Conclusions: Here we propose a dual (in)direct approach to increase pupils’ academic achievement and well-being—locomotion being related to frequently exercising and well-being, in turn, increasing academic achievement; while assessment being directly related to higher academic achievement.
Cite this as
2014. Self-regulation (locomotion and assessment), well-being (subjective and psychological), and exercise behavior (frequency and intensity) in relation to high school pupils’ academic achievement. PeerJ PrePrints 2:e219v2 https://doi.org/10.7287/peerj.preprints.219v2note This preprint is not peer-reviewed. You may wish to reference the subsequent peer-reviewed version of this article.
Author comment
This is an update of https://peerj.com/preprints/219v1/. Part of the data has been used in other studies (see Jimmefors et al., 2014; Archer & Garcia, 2014).
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Competing Interests
The authors declare that there are no competing interests.
Author Contributions
Danilo Garcia conceived and designed the experiments, performed the experiments, analyzed the data, contributed reagents/materials/analysis tools, wrote the paper, prepared figures and/or tables, reviewed drafts of the paper.
Alexander Jimmefors performed the experiments, analyzed the data, wrote the paper, reviewed drafts of the paper.
Fariba Mousavi wrote the paper, reviewed drafts of the paper.
Lillemor Adrianson wrote the paper, reviewed drafts of the paper.
Patricia Rosenberg wrote the paper, reviewed drafts of the paper.
Trevor Archer conceived and designed the experiments, contributed reagents/materials/analysis tools, wrote the paper, prepared figures and/or tables, reviewed drafts of the paper.
Human Ethics
The following information was supplied relating to ethical approvals (i.e., approving body and any reference numbers):
According to law (2003: 460, §2) concerning the ethical research involving humans we arrived to the conclusion that the design of the present study (e.g., all participants’ data will not be used for commercial or other non-scientific purposes) required only informed consent from participants.
Grant Disclosures
The following grant information was disclosed by the authors:
FORTE (Dnr. 2013-2923)
Data Deposition
The following information was supplied regarding the deposition of related data:
Researchgate
Funding
This research was supported by the Stiftelsen Kempe-Carlgrenska Fonden, AFA Insurance, and FORTE (Dnr. 2013-2923). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.