Do students who engage in regular physical activity perform better in school? Implications for instruction

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buir.advisorMichou, Aikaterini
dc.contributor.authorÜnüvar, İdil
dc.date.accessioned2018-06-01T11:37:06Z
dc.date.available2018-06-01T11:37:06Z
dc.date.copyright2018-05
dc.date.issued2018-05
dc.date.submitted2018-05-31
dc.departmentM.A. in Curriculum and Instructionen_US
dc.descriptionCataloged from PDF version of article.en_US
dc.descriptionThesis (M.S.): Bilkent University, The Program Of Curriculum And Instruction, İhsan Doğramacı Bilkent University, 2018.en_US
dc.descriptionIncludes bibliographical references (leaves 62-69).en_US
dc.description.abstractThe present study aimed to investigate the role of physical activity on high school students’ academic performance. To reach this aim, three groups of students compared in this study in terms of academic achievement (Grade Point Average and literature grades), academic motivation and academic procrastination; athletic students, students who do regular physical activity and students who do not do any physical activity. In addition, the correlation between academic motivation and exercise motivation was examined. The study was conducted in six private high schools in Ankara, İzmir and İstanbul, Turkey with the participation of 486 students and 3 teachers. The results of MANOVA revealed that students who do not do any regular physical activity had significantly higher academic GPA (Grade Point Average) and Literature grades than athletic students. In addition, regression analysis revealed that physical activity negatively and academic autonomous motivation positively predicted academic GPA. Furthermore, physical activity and academic autonomous motivation negatively predicted academic procrastination. Bivariate correlation revealed that there is a significant correlation between academic motivation and exercise motivation.en_US
dc.description.degreeM.A.en_US
dc.description.provenanceSubmitted by Betül Özen (ozen@bilkent.edu.tr) on 2018-06-01T11:37:06Z No. of bitstreams: 1 10192120.pdf: 1343683 bytes, checksum: b58a1a644be91e6ea6f6592def3f1a90 (MD5)en
dc.description.provenanceMade available in DSpace on 2018-06-01T11:37:06Z (GMT). No. of bitstreams: 1 10192120.pdf: 1343683 bytes, checksum: b58a1a644be91e6ea6f6592def3f1a90 (MD5) Previous issue date: 2018-05en
dc.description.statementofresponsibilityby İdil Ünüvar.en_US
dc.format.extentxi, 81 leaves ; 30 cm.en_US
dc.identifier.itemidB016630
dc.identifier.urihttp://hdl.handle.net/11693/46956
dc.language.isoEnglishen_US
dc.publisherBilkent Universityen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectPhysical Activityen_US
dc.subjectAcademic Achievementen_US
dc.subjectAcademic Motivationen_US
dc.subjectAcademic Procrastinationen_US
dc.subjectExercise Motivationen_US
dc.titleDo students who engage in regular physical activity perform better in school? Implications for instructionen_US
dc.title.alternativeDüzenli fiziksel aktivite yapan öğrenciler okulda daha iyi performans gösterir mi?: Öğretimsel çıkarımlaren_US
dc.typeThesisen_US

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