Multilevel modeling of technology use, student engagement, and fitness outcomes in physical education classes.

IF 2.6 3区心理学 Q2 PSYCHOLOGY, MULTIDISCIPLINARY

Frontiers in Psychology Pub Date : 2024-10-24 eCollection Date: 2024-01-01 DOI:10.3389/fpsyg.2024.1458899

Zhaohang Cui, Yifan Song, Xiaojuan Du

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引用次数: 0

Abstract

Introduction: The integration of technology in educational settings, particularly in physical education, has shown potential in enhancing learning experiences and improving physical health outcomes. This study aims to investigate the effects of technology use on student engagement and fitness outcomes, considering the mediating role of student engagement and the moderating influence of personal attributes.

Methods: Utilizing a time-lagged design, the research collected data from 513 Chinese undergraduate students (52% male and, 48% female) aged between 18 and 24 years over three waves using structured questionnaires rated on a 5-point Likert scale.

Results: Results revealed a significant positive relationship between technology use and both student engagement (β = 0.68, p < 0.01) and fitness outcomes (β = 0.60, p < 0.01). Student engagement significantly mediated the relationship between technology use and fitness outcomes (β = 0.57, p < 0.01). Personal attributes moderated the effects of technology use on student engagement (β = 0.54, p < 0.01) and fitness outcomes (β = 0.52, p < 0.01), indicating varied benefits among students based on individual characteristics.

Discussion: These findings highlight the importance of tailoring technological applications in physical education to individual needs, suggesting that personalized approaches can significantly enhance the effectiveness of technology in improving fitness and engagement.

查看原文本刊更多论文

对体育课中的技术使用、学生参与和健身效果进行多层次建模。

介绍：在教育环境中，尤其是在体育教育中，技术的整合在增强学习体验和改善身体健康结果方面显示出了潜力。本研究旨在调查技术使用对学生参与度和健身效果的影响，同时考虑学生参与度的中介作用和个人属性的调节作用：研究采用时滞设计，通过5点李克特量表进行结构化问卷调查，分三波收集了513名年龄在18至24岁之间的中国本科生（男生占52%，女生占48%）的数据：结果显示，技术使用与学生参与度（β = 0.68，p < 0.01）和健身效果（β = 0.60，p < 0.01）之间存在明显的正相关关系。学生参与在很大程度上调节了技术使用与健身效果之间的关系（β = 0.57，p < 0.01）。个人特质调节了技术使用对学生参与度（β = 0.54，p < 0.01）和健身结果（β = 0.52，p < 0.01）的影响，表明学生因个人特质而获得不同的益处：这些发现强调了在体育教学中根据个人需求定制技术应用的重要性，表明个性化方法可以显著提高技术在改善健身和参与度方面的效果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Frontiers in Psychology PSYCHOLOGY, MULTIDISCIPLINARY-

CiteScore

5.30

自引率

13.20%

发文量

7396

审稿时长

14 weeks

期刊介绍： Frontiers in Psychology is the largest journal in its field, publishing rigorously peer-reviewed research across the psychological sciences, from clinical research to cognitive science, from perception to consciousness, from imaging studies to human factors, and from animal cognition to social psychology. Field Chief Editor Axel Cleeremans at the Free University of Brussels is supported by an outstanding Editorial Board of international researchers. This multidisciplinary open-access journal is at the forefront of disseminating and communicating scientific knowledge and impactful discoveries to researchers, academics, clinicians and the public worldwide. The journal publishes the best research across the entire field of psychology. Today, psychological science is becoming increasingly important at all levels of society, from the treatment of clinical disorders to our basic understanding of how the mind works. It is highly interdisciplinary, borrowing questions from philosophy, methods from neuroscience and insights from clinical practice - all in the goal of furthering our grasp of human nature and society, as well as our ability to develop new intervention methods.