Modelling the associations between academic engagement, study process and grit on academic achievement among university students in physical education and sport

Abstract

Objective: The present study examined the impact of academic engagement, study processes, and grit on the academic achievement of physical education and sport university students. Methods: An internet-based survey recruited 459 university students aged 19–25 years (M=21±1.3) in physical education and sports (PES) to fill out questionnaires on Physical Education-Study Process Questionnaire (PE-SPQ), Physical Education-Grit (PE-Grit), academic engagement (A-USEI), and Grade Point Average (GPA). A path analysis was carried out to understand variable relationships. Results: Data from each variable exhibited symmetrical and normal distribution, as indicated by the skewness and kurtosis values. The model’s fit indices showed sufficient Comparative Fit Index (CFI=0.92), Tucker-Lewis Index (TLI=0.90), Goodness of Fit Index (GFI=0.99) and Normed Fit Index (NFI=0.90) and showed acceptable levels. The results indicated a statistically significant positive impact of engagement (β=0.299, p < 0.001) on academic achievement. However, the effect of grit on achievement was non-significant. Conclusions: Academic engagement as well as study processes are two important factors predicting academic achievement while grit seems to be not a major predictor. Hence, physical education and sport faculty and university administrators should prioritize student engagement as a determinant of academic outcomes by reforming or redesigning physical education and sport curriculum modules that can facilitate engagement.