Self-regulation (locomotion and assessment), well-being (subjective and psychological), and exercise behavior (frequency and intensity) in relation to high school pupils’ academic achievement
- Published
- Accepted
- Subject Areas
- Psychiatry and Psychology, Public Health
- Keywords
- Academic Achievement, Assessment, Psychological Well-Being, Grades, Self-regulation, Locomotion, Academic achievement
- Copyright
- © 2014 Garcia et al.
- Licence
- This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, reproduction and adaptation in any medium and for any purpose provided that it is properly attributed. For attribution, the original author(s), title, publication source (PeerJ PrePrints) and either DOI or URL of the article must be cited.
- Cite this article
- 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.219v2
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.
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).