Sport Motivation from the Perspective of Health, Institutional Embeddedness and Academic Persistence among Higher Educational Students

Abstract

Regular physical activity from an early age is an important part of a healthy life because if we incorporate exercise early into our lifestyle, we are more likely to maintain our commitment to sport into adulthood and even throughout our lives. In our research, we used the PERSIST 2019 database, which contains data from students at higher education institutions in Hungary, Slovakia, Romania, Ukraine, and Serbia. We used factor analysis to isolate four sports motivation factors (intrinsic, introjected, extrinsic, and amotivation). Factors influencing the different types were measured using linear regression analysis, involving the variables in four models. The results show that the effects of the sociodemographic variables are significant for gender, country, and mother’s job, especially in terms of intrinsic, introjected, and extrinsic motivation. The role of coping is salient for health awareness factors, with a positive effect on intrinsic motivation and a negative effect on the other types. The impacts of quality of education and support are typically negative, while the positive effect of satisfaction with infrastructure is noteworthy. The effect of persistence in sport on intrinsic and introjected motivation is positive. Frequency of training increases intrinsic motivation, while practical sport embeddedness generates extrinsic motivation. In terms of relationships, a mainly teacher-oriented network within the institution typically has a negative effect on intrinsic motivation, while peer relationships outside the institution typically increase intrinsic and extrinsic sport motivation. Academic persistence has a positive effect on intrinsic motivation and a negative effect on introjected motivation. Our research highlights the complexity of factors influencing sport motivation and the role of coping, which typically remains strong when relationship-related variables are included. In addition, we must emphasise the dominant role of relationship network patterns, which may even reduce commitment to sport.

The Influence of the Pencak Silat Extracurricular Development Program and Practice Motivation on the Pencak Silat Abilities of Students of Sdit Insan Utama

“…Analysis of the research results can be explained regarding students' pencak silat abilities, namely the increase in scores on each assessment and the differences in results in treatment or treatment regarding the extracurricular pencak silat development program [48]. Research by Satria et al, (2022), with the title "The Effect of Training Methods and Motivation on The Mastering of Pencak Silat Single Category" also has similarities with this research, where the results of the research show a relationship between training methods and motivation on the ability of single category pencak silat [49]. The increase in scores that occurred after the treatment or treatment of the pencak silat extracurricular coaching program was because the planned coaching program had been implemented and the delivery of the material could be understood by the students who took part in the pencak silat extracurricular.…”

Transition from Online to Face-to-Face Education after COVID-19: The Benefits of Online Education from Students’ Perspective

“…Positive characteristics of the online interaction with peers were considered to be the flexibility for longer hours online and the ability to talk to a larger number of peers through technology. This statement is related to intergenerational embeddedness, which is worth mentioning in this case [92].…”

Una revisión sistemática de la importancia del ejercicio físico sobre la autoeficacia y aprendizaje del estudiante (A systematic review of the importance of physical exercise on student self-efficacy and learning)

“…En consecuencia, parece ser que es necesaria la realización de la práctica deportiva para mejorar la salud (Zhang et al, 2021), por lo que se considera que ha de estar implementada en el currículum educativo desde cualquier etapa (Donnelly et al, 2017). En otro sentido, se ha visto relacionada la presencia de la práctica deportiva con niveles altos de inteligencia emocional (Baños et al, 2019) y de rendimiento académico en estudiantes (Ramírez et al, 2020), así como el papel dominante que ejerce los patrones de redes de relación, que pueden reducir el engagament con el deporte (Kovács et al, 2022).…”

“…Por otro lado, la práctica de la actividad física es mayor cuando los niños y adolescentes han tenido oportunidades de jugar activamente a través del disfrute y la diversión en su mesosistema (Sánchez-Alcaraz et al, 2020). En particular, la práctica de ejercicio aumenta la confianza en sí mismo en los estudiantes, así como su motivación para participar en nuevas actividades físicas (Kovács et al, 2022;Latino et al, 2021), ya que cultiva hábitos para participar en actividades deportivas (Luo et al, 2022). En este sentido, el Consejo General de la Actividad Física y Deportiva (2020), siguiendo las indicaciones de las Organización Mundial de la Salud (OMS), aconseja sobre los beneficios que presenta la práctica de actividad física, que serían: 1.…”