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Abstract
Athletes’ sports success is the driving element for the continued success of the sports centers globally and for this reason, has piqued the interest and attention of contemporary scholars and regulators. Thus, the present study investigates into the impact of athletic psychology and athlete engagement on athletic performance and athletic performance impacts on the athletes’ sports success of the sports center in China. This study also examines the mediating impact of athletic performance among the nexus of athletic psychology, athlete engagement and athletes’ sports success and also explores the moderating role of coaching behavior among the nexus of athletic performance and athletes’ sports success. Questionnaires are used to gather the data, and smart-PLS has been used to test the relations among variables. The results have shown that athletic psychology and athlete engagement have a positive association with athletic performance and athletic performance has a positive association with athletes’ sports success of the sports centers in China. The results also indicate that athletic performance significantly mediates among the nexus of athletic psychology, athlete engagement and athletes’ sports success while coaching behavior significantly moderates among the nexus of athletic performance and athlete’s sports success. © 2021 Sociedad Revista de Psicologia del Deporte. All rights reserved.
... Athlete engagement is often represented as "an enduring, relatively stable sports experience, which refers to generalized positive effect and cognitions about one's sport as a whole" [13,14]. Previous research has found that athlete engagement is related to athlete flow [15], peak athletic performance [16], resilience [17], and motivation [18,19]. ...
... As an important indicator of athletes' positive psychology, athlete engagement plays an important role in enhancing their competitive ability and improving their sports performance [16]. Previous research has showed that athletes between the ages of 15 and 19 are prone to burnout and even disengagement [37][38][39][40]. ...
Athlete engagement is one of the key indicators of athletes' positive psychology. It plays a crucial role in coping with burnout and disengagement, creating a flow experience, and improving their competitive ability and performance. In the last two decades, a mountain of literature has focused on engagement in different research settings. In the world of sports, the Athlete Engagement Questionnaire (AEQ) has been proven to be a reliable instrument to access athletes' engagement at both amateur and elite levels. The aim of this study is to investigate the psychometric properties of the Chinese version of AEQ. The original English athlete engagement questionnaire was translated into Chinese using the method of back-translation for data collection. Subsequently, 379 samples were performed for data analysis, mainly focusing on confirmatory factor analysis to examine the four-factor and second-order factor structures of 16 items measuring athlete engagement. The results reproduced four components of AEQ, which included a total of 16 items. The instrument demonstrated acceptable composite reliability (.887 to .905) and convergent validity (> 0.5), except that the discriminant validity was slightly insufficient. The results showed that the Chinese version of AEQ as a second-order factor structure is better than the four-factor structure, that is, athlete engagement as an overarching construct composed of four factors: confidence, dedication, enthusiasm, and vigor. The findings offer a useful and reliable instrument for athlete engagement, which helps researchers better capture the experience and engagement of athletes in the Chinese sports context.
... These qualities significantly influence athletes' growth, competitive ability, and performance (Zhang, 2012). Subsequent empirical studies by scholars have demonstrated that athlete engagement not only mitigates sports-related psychological fatigue (Guo et al., 2021, but also significantly enhances satisfaction with sports performance (Ye et al., 2016) and overall sports success (Ma, 2021). Athletes in collegiate basketball leagues, who not only serve as a talent reservoir for the sport (Zhang, 2007) but also play a key role in the nationwide fitness program, are vital. ...
Objective
This study investigates the impact of team cohesion on the engagement of college basketball players, and examines the moderating effects of authoritarian, benevolent, and moral leadership styles within paternalistic leadership on this influence. This provides theoretical insights for improving athlete engagement.
Methods
Data from 404 athletes participating in the 26th China Collegiate Basketball League were collected through a questionnaire survey and analyzed statistically.
Results
(1) Team cohesion has a significant positive impact on athlete engagement in collegiate basketball players. (2) Authoritarian leadership has a significant negative moderating effect on the relationship between team cohesion and athlete engagement in collegiate basketball players; the stronger the authoritarian leadership, the weaker the positive impact of team cohesion on athlete engagement in collegiate basketball players. This effect diminishes and becomes statistically insignificant when the authoritarian leadership score exceeds 5.88. (3) Benevolent leadership does not have a significant moderating effect between team cohesion and athlete engagement in collegiate basketball players. (4) Moral leadership has a significant positive moderating effect on the relationship between team cohesion and athlete engagement in collegiate basketball players; the higher the moral leadership, the stronger the positive impact of team cohesion on athlete engagement in collegiate basketball players, which becomes insignificant when the moral leadership score is below 2.75.
Conclusion
Enhancing team cohesion is an effective method to increase athlete engagement in collegiate basketball players. It is advisable for collegiate basketball coaches to refrain from adopting controlling and demeaning authoritative approaches, and instead, emphasize ethical leadership practices, continually enhancing their own abilities and virtues to serve as role models.
... In sports psychology, the issue of self-realization is addressed in works both by foreign authors [70][71][72][73][74][75][76] and by Russian sports psychologists [77][78][79][80][81][82][83]. In most works, self-realization is understood as the athlete's realization of their potential in achieving results, through the improvement of skills and self-expression in sports activities. ...
Background
In the contemporary era, there is a growing emphasis on understanding the self-realization of personality, encompassing individual-psychological traits, abilities, knowledge, skills, and motivation, extensively studied in psychology. Notably, limited attention has been given to exploring motivational determinants influencing athlete self-realization based on their professional qualifications. This gap is particularly pertinent in Kazakhstan, where significant efforts are directed towards athlete preparation.
Methods
Employing a systemic approach by Bagadirova and Kudinov, the study views athlete self-realization as a multi-level phenomenon with interconnected components. A total of 180 athletes participated, including 60 professionals (average age 23.9), 60 amateurs (average age 31.1), and 60 Paralympians (average age 24.4). The methodological toolkit comprises four diagnostic techniques: E.A. Kalinin’s “Motives of Sports Activities” (MSA) questionnaire, S. Maddi’s resilience test adapted by D.A. Leontiev and E.I. Rasskazova, and S.I. Kudinov’s multidimensional questionnaire on self-realization.
Results
Significant differences in motivational determinants and self-realization attitudes emerge across athlete groups based on their sports qualifications. Noteworthy aspects include declining in motivation among professional athletes of masters of sports and masters of sports of international class, and rigidity in life resilience among Paralympic athletes. Overall, self-realization levels are not high, with extremely low levels of professional self-realization in all three athlete categories.
Conclusions
The study’s scientific novelty lies in systematically organizing knowledge on fundamental motivational determinants impacting athlete self-realization according to professional qualifications. This research addresses the acute shortage of psychological studies in sports psychology for Kazakhstan, which is still in its early stages. The findings underscore the need for targeted interventions by coaches and sports psychologists to enhance motivation levels, especially among elite athletes, and foster resilience, particularly in Paralympic athletes, ultimately advancing the field in the country.
... According to Lonsdale et al. (2007), athlete engagement is often conceptualised as a persistent and somewhat steady sports experience, characterised by overall positive emotions and thoughts towards one's activity. Prior studies have shown a connection between athlete engagement and many factors such as athlete flow (Hodge et al., 2009), peak athletic performance (GuoJie et al., 2021), resilience (Pedro & Veloso, 2018), and motivation (Mack et al., 2019;Wekesser et al., 2021). However, the majority of this research has mostly concentrated on elite sports environments, where the emphasis has been on either top athletes or athletes at the national and regional levels. ...
Numerous variables have influence on the health and athletic performance of athletes, mostly including environmental and physical elements. Nevertheless, it is essential to acknowledge that mental health is a crucial aspect of an athlete's overall well-being. The objective of this study was to investigate the potential correlation between engagement, psychological strain, and subjective performance among athletes enrolled in boarding schools. A cohort of 63 athletes was selected from one of the Malaysian boarding school sports contingents with a total population of 75 athletes. The chosen participant responded to three sections of the survey, namely the Athlete's Subjective Performance Scale (ASPS), the Athlete Psychological Strain Questionnaire (APSQ), and the Athlete Engagement Questionnaire (AEQ). The internal consistency test for the questionnaire yields an alpha coefficient ranging from 0.75 to 0.85. The study's data analysis revealed a strong association (r=-.823, p=0.001) between psychological strain and an athlete's subjective performance. The study's results indicate a substantial association (r=.861, p=0.001) between engagement and an athlete's perceived performance. In summary, the correlation between psychological strain, engagement, and an athlete's perceived performance is intricate and interrelated. This study has a number of practical consequences for coaches and athletes, including the implementation of customised training programs, the use of stress management approaches, and the incorporation of mental conditioning techniques. A recommendation for future investigation entails examining the influence of diverse psychological elements and conducting longitudinal inquiries that monitor the psychological burden and subjective performance of athletes over an extended duration.
... Mental toughness is consistently cited by athletes, coaches, and sports psychologists as one of the most critical psychological traits associated with success in elite sports (Cowden, 2017). Athletes value and are motivated by high-quality service offered in sports facilities, especially by their coach, and tend to perform better when their coach participates in athletic activities with simple instructions or gives importance to their needs (Aznar-Ballesta & Vernetta, 2023;GuoJie, 2021). ...
Creating successful athletes has four main aspects: physical, technical, tactical, and psychological. This research focused on the psychological aspects of athletes. Psychological aspects are fundamental in determining successful sporting achievements, one of which is the aspect of mental toughness. Mental toughness is one of the factors that can influence the psychological state of athletes during training and competition, especially for students, so it can help athletes display their best performance. The objective of this research was to assess the mental toughness of student-athletes while they are practicing and competing, which was closely linked to their level of achievement. The study consisted of 275 student-athletes as subjects, and the data was collected using a questionnaire that consisted of the Mental Toughness scale. Results: The mental toughness of student-athletes was low, and mental toughness was not dependent on the athlete's level of competition. However, it is expected that athletes competing at the national level would have higher levels of mental toughness than those at lower levels due to their increased experience in competition. Conclusion: This research suggested that the government should collaborate with sports psychologists to improve mental health among student-athletes to help them achieve the best performance, which leads to becoming champions in various sports categories. These findings provided a basis for further investigation. Keywords: Sport, Psychology, Mental Toughness, Student-Athlete.
... These qualities have a significant impact on athletes' growth, competitive ability, and performance [1]. Subsequent empirical studies by scholars both domestically and internationally have proven that athlete engagement not only inhibits athletes' psychological burnout [2] and fatigue [3] but also significantly positively impacts athletes' satisfaction with their performance [4], as well as their sports performance and success [5]. Therefore, improving the level of athlete engagement is crucial for the physical and mental development of athletes and the achievement of team success. ...
The purpose of this paper is to systematically summarize the factors influencing athlete engagement in high-level athletes. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach, a literature search and screening were conducted in four databases: Scopus, Web of Science, CNKI (China National Knowledge Infrastructure), and Wanfang. Ultimately, 12 articles were selected. Through systematic analysis and summarization of these 12 highly relevant articles, 14 factors affecting athlete engagement were identified. These include basic psychological needs, psychological skills, perseverance, resilience, tenacity, motivation, coaching leadership behavior, coach-athlete relationships, team cohesion, gratitude, social support, psychological collectivism, subjective well-being, and hope. Based on the nature of these factors, they can be further categorized into four main categories: psychological traits of athletes, coaches, psychological skills and coping strategies, and social and team factors.
... Moreover, research showed that the core of self-assessment as an individually induced factor can be negatively related to academic stress (Gök & Şen, 2022;Lian et al., 2014;Othman et al., 2022). The core of their evaluations in the form of an integrated personality structure reflects the fundamental beliefs of individuals about themselves and their passion for their world, which is manifested in the assessment of their abilities (GuoJie, 2021;Tavousi & Pour Sales, 2018;Umeanowai & Lei, 2022). People with positive levels at the core of their evaluations experience more happiness, learning satisfaction, and job satisfaction because people with positive levels at the core of their evaluations seek out situations that are challenging and rewarding, which in turn increases life satisfaction (Miller Smedema et al., 2015;Özerl et al., 2016;Zhuoyuan, 2021). ...
While several studies have addressed the interconnections between self-assessment
and academic stress, much uncertainty still exists about the mediating role of coping
styles in this interplay. Therefore, this research aimed to determine the mediating role
of coping styles in the relationship between the core of self-assessment and academic
stress. To this aim, a total of 384 English as a foreign language (EFL) learners in the
training institutes in Woldia, Ethiopia, flled out three questionnaires, including selfevaluations, the coping styles, and the academic stress. The analysis of the data using
structural equation modeling revealed that the core of self-assessment had signifcant
negative efects on academic stress, emotion-based coping, and avoidance. Furthermore, self-assessment with the mediating role of other factors, namely problemoriented coping, emotion-based coping, and avoidance coping showed to have a
negative and signifcant efect on academic stress. Based on the fndings, it is possible
to receive personality traits as an individual factor, predict diferences in individuals
coping styles of academic stress, and, as a result, teach appropriate coping styles to EFL
learners to reduce their academic stress.
... From a practical point of view, learning-oriented assessment in the classroom work fairly well to evaluate learners' language development as well as notice the psychological health of the learners (Bachman, 2015;Heydarnejad et al., 2022;Zhuoyuan, 2021). CSA assumes involves learners directly in the processes of their evaluations, thus it provides a clearer picture of how the students perform and where is their possible problem (Bachman, 2015;GuoJie, 2021). In CSA, language learners as asked to assess their own knowledge, skills, or performances (Tavousi & Pour Sales, 2018); it helps the language instructors to view the students' language abilities and development (Wongdaeng, 2022). ...
Effective instruction and assessment are greatly affected by many factors. The ever-growing literature on assessment outlined some cognitive, social, and emotional factors that directly or indirectly influence the learners' academic achievement. In spite of the rosy literature on assessment, the possible interplay among the Core of Self-assessment (CSA), the Student Evaluation Apprehension (SEA), the Personal Best Goal (PBG), and Self-efficacy (SE) were untouched. To this end, this study intended to propose a model to disclose the association between CSA, SEA, PBG, and SE in higher education. Therefore, the Core of Self-assessment Questionnaire (CSAQ), the Student Evaluation Apprehension Scale (SEAS), the Personal Best Goal Scale (PBGS), and the Self-efficacy Scale (SES) were administered to 467 Iranian EFL university students at MA level. The results of confirmatory factor analysis (CFA) and structural equation modelling (SEM) indicated that CSA and SEA can contribute to PBG and SE. It means that learners' investment in CSA and positive SEA can flourish and upgrade goal-settings and sense of efficacy beliefs among EFL university students. The implications and suggestions for future avenues are also discussed.
... Successful language learners developed self-assessment strategies and are involved in dynamic assessments of themselves (Tavousi & Pour Sales, 2018). In GuoJie's words (GuoJie, 2021), CSA is an integrated personality structure that aids learners to develop their own unique, individual pathways to success. The major principle of CSA is to activate the students to observe, practice, monitor, evaluate, and correct themselves (Zhuoyuan, 2021). ...
Self-assessment and reflective thinking (RT) can arm learners to monitor and evaluate their learning progress. Despite the long history of the core of self-assessment (CSA) and RT, little is known about how they may contribute to learner enjoyment (LE) and learner immunity (LI). Therefore, the current research attempted to propose a model to depict the interplay among CSA, RT, LE, and LI. To this end, the Core of Self-Assessment Questionnaire (CSAQ), Reflective Thinking Questionnaire (RTQ), Foreign Language Enjoyment Scale (FLES), and Language Student Immunity Instrument (LSIS) were administered to 518 Iranian EFL university students. The results of confirmatory factor analysis (CFA) and structural equation modeling (SEM) indicated that EFL university students with higher levels of CSA and RT skills experienced more enjoyment and were immunized productively. Furthermore, the critical role of RT in CSA was discovered. The implications of this study may unveil new prospects for implementing learning-oriented assessment in the classroom and RT practices in educational programs.
... Therefore, reflecting and planning for effective instruction and assessment are the fundamental keys to education success. CSA is an integrated personality structure that reflects the learners' assessment and interpretation of their activities (GuoJie, 2021;Rahman et al., 2021). CSA affects the way students think about themselves and all the steps involved in their learning procedures (Tavousi & Pour Sales, 2018;Umeanowai & Lei, 2022). ...
Students are essential parts of society, and their mental health and emotional safety as well as a sense of purpose, achievement, and success are the major objectives of successful education. They need to be armed with self-aid constructs to overcome academic setbacks and challenges. Despite the attributions of academic emotion regulation (AER), the core of self-assessment (CSA) to academic buoyancy (AB), no study has ever uncovered their relationships. To this end, the current research intended to test a structural model of English as a foreign language (EFL) university learners' AER, CSA, and AB. The academic emotion regulation questionnaire (AERQ), the core of self-assessment questionnaire (CSAQ), and the academic buoyancy scale (ABS) were administered to 395 Iranian EFL university learners. Based on the results of structural equation modeling (SEM), AER and CSA predict learners' AB. Additionally, the contribution of CSA to AB was confirmed. The implications of the findings are to raise learners' awareness of their personality traits and self-assessment that can foster practical learning and assessment. This study opens new doors for future academic research. The implications of the study may help learners, teachers, administrators, policymakers, and curriculum designers.
... CSA is an integrated personality structure that is manifested in the students' evaluation of their abilities. This notion mirrors the learners' fundamental beliefs about themselves and their learning procedures (GuoJie, 2021;Tavousi & Pour Sales, 2018;Umeanowai & Lei, 2022). Students with high levels of CSA are more engaged in learning processes because a positive CSA triggers positive attitudes toward life experiences and boosts life satisfaction (Miller Smedema et al., 2015;Namaziandost et al., 2022;Özerl et al., 2016;Zhuoyuan, 2021). ...
Learners’ personality traits and self-assessment have an essential role in their academic achievement and the well-being of society. Although L2 grit and the core of self-assessment (CSA) have attracted considerable attention in educational research, few studies have focused on the impact of L2 grit on boosting CSA and managing foreign language anxiety (FLA). Drawing upon this existing research gap, the present study set forth to test a structural model of English as a Foreign Language (EFL) university learners’ L2 grit, CSA, and FLA. The language-domain-specific grit scale (LDSGS), the core of self-assessments questionnaire (CSAQ), and the Foreign Language Classroom Anxiety Scale (FLCAS) were administered to 418 Iranian EFL university learners. The findings of structural equation modeling (SEM) reflected the contributions of L2 grit and CSA to overcoming language learners’ experienced anxiety. Furthermore, the significant influence of EFL learners’ CSA on FLA was concluded. The implications of the findings are to raise learners’ awareness of their personality traits and self-assessment that can foster effective language instruction and assessment.
... Moreover, research showed that the core of self-assessment as an individually induced factor can be negatively related to academic stress (Gök & Şen, 2022;Lian et al., 2014;Othman et al., 2022). The core of their evaluations in the form of an integrated personality structure reflects the fundamental beliefs of individuals about themselves and their passion for their world, which is manifested in the assessment of their abilities (GuoJie, 2021;Tavousi & Pour Sales, 2018;Umeanowai & Lei, 2022). People with positive levels at the core of their evaluations experience more happiness, learning satisfaction, and job satisfaction because people with positive levels at the core of their evaluations seek out situations that are challenging and rewarding, which in turn increases life satisfaction (Miller Smedema et al., 2015;Özerl et al., 2016;Zhuoyuan, 2021). ...
This study presents the results of a sequential explanatory mixed-method approach to investigate the Iranian English language non-gainers of a computerized dynamic reading comprehension test (CDRT) by utilizing a learning style survey. Using an interventionist approach, the researchers used the CDRT software to explore English learners’ perceptual learning-style preferences of non-gainers in CDRT. The study participants were selected from among 24 advanced English language learners attending a reading course at a language institute in Iran. The results of Learning Potential Score (LPS) formula categorized six of the participants as non-gainers of CDRT. They were asked to fill out a learning style survey individually and participate in an interview to express their attitudes toward using the software. The findings revealed some common tendencies regarding field-independency, impulsivity/reflectivity, and metaphoric/literal style preferences supported in learners’ interviews. In this study, learners’ style preferences potentially played an important role in reporting learners’ performance; therefore, it is suggested to consider students’ learning styles in making decisions about their abilities and disabilities in CDRT.
... Moreover, research showed that the core of self-assessment as an individually induced factor can be negatively related to academic stress (Gök & Şen, 2022;Lian et al., 2014;Othman et al., 2022). The core of their evaluations in the form of an integrated personality structure reflects the fundamental beliefs of individuals about themselves and their passion for their world, which is manifested in the assessment of their abilities (GuoJie, 2021;Tavousi & Pour Sales, 2018;Umeanowai & Lei, 2022). People with positive levels at the core of their evaluations experience more happiness, learning satisfaction, and job satisfaction because people with positive levels at the core of their evaluations seek out situations that are challenging and rewarding, which in turn increases life satisfaction (Miller Smedema et al., 2015;Özerl et al., 2016;Zhuoyuan, 2021). ...
While several studies have addressed the interconnections between self-assessment and academic stress, much uncertainty still exists about the mediating role of coping styles in this interplay. Therefore, this research aimed to determine the mediating role of coping styles in the relationship between the core of self-assessment and academic stress. To this aim, a total of 384 English as a foreign language (EFL) learners in the training institutes in Woldia, Ethiopia, filled out three questionnaires, including self-evaluations, the coping styles, and the academic stress. The analysis of the data using structural equation modeling revealed that the core of self-assessment had significant negative effects on academic stress, emotion-based coping, and avoidance. Furthermore, self-assessment with the mediating role of other factors, namely problem-oriented coping, emotion-based coping, and avoidance coping showed to have a negative and significant effect on academic stress. Based on the findings, it is possible to receive personality traits as an individual factor, predict differences in individuals coping styles of academic stress, and, as a result, teach appropriate coping styles to EFL learners to reduce their academic stress.
... Taking prior work experience as a prerequisite and accepting novice postgraduate learners is a paradox. is may happen due to the difference in understanding of the role of previous work experience in academic achievement. Integration of work experience and learning is not only considered as a critical component of institutional agendas to improve graduates' job preparedness, but also as a strategy for institutions to project themselves in the competitive international education market [7][8][9][10]. ...
The main purpose of this research was to explore the lived experience of students who learn postgraduate classes without having prior work experience. To achieve the intended objective, the team of researchers used a qualitative research approach. The phenomenological research design was used to have the real lived experience of novice scholarship students. Data were collected through in-depth interviews, focus group discussion, and unstructured participant observation. The participants were ten postgraduate students who enrolled in the College of Education and Behavioural Sciences at Bahir Dar University. Data analysis was guided by Smith’s Interpretative Phenomenological Analysis, and we construct themes based on data we obtain from participants. The study revealed that postgraduate students with no prior work experience have both good and bad experiences. The good experiences were related to the opportunity they have to learn at a young age, and the bad experiences were the challenges they faced as a result of being novices in the work environment. They faced psychological challenges, economic challenges, language-related challenges, lack of information about the world of work, sexual harassment, and other challenges. At the end of the research, we infer implications based on the findings of the research.
... Even in recent developments, the number has increased to 280 million native language speakers and 250 million nonnative speakers. It is also the official language of about 25 countries [3][4][5]. Countries that use Arabic as an official language, namely, Algeria, Bahrain, Comoros, Djibouti, Egypt, Iraq, Jordan, Kuwait, Lebanon, Libya, Mauritania, Morocco, Oman, Palestine, Qatar, Saudi Arabia, Somalia, Sudan, Syria, Tunisia, United Arab Emirates, Yemen, Western Sahara, Chad, and Eretria; this includes the official languages of Israel, the African Union, the Arab League, the OIC, and the United Nations. According to Wise [6], Arabic is also the language of the North Indians, some of the speakers of the Turkish, Iranian, Portuguese, and Spanish communities. ...
This study is aimed at (1) describing the process of word formation using al-ziyaadah and affixation in Bugis and Arabic, (2) revealing the meaning of al-ziyaadah and affixation in forming a word in Bugis and Arabic, and (3) analyzing the similarities and differences in substances produced by al-ziyaadah and affixations in Bugis and Arabic. The research applied the library research using a linguistic approach. The primary data was collected and identified through a textbook; then, the types of al-ziyaadah and the affixes in both languages were analyzed. The word forms that adhere to and have an affix were compared, and the final step is to make conclusions based on comparisons and explore some similarities and differences. This study results indicated that the process of word formation in Arabic through al-ziyaadah, namely, al-sawaabiq, al-hasyw, al-lawaahiq, and al-muzdawijah. Meanwhile, in the Bugis language, the process of word formation is through affixation. The types of affixes in the Buginese language are prefixes, infixes, suffixes, confixes, and affixes. The word formation process with al-ziyaadah and affixation is the same as al-sawaabiq and prefixes, al-hasyw and infix, al-lawaahiq and suffixes, and al-muzdawijah and confixes. Meanwhile, the combination of affixes only exists in the Buginese language. The formation of words through al-ziyaadah in Arabic and affixation in Bugis contain similarities and differences. The overall meaning produced by al-ziyaadah and affixation is ninety-eight meanings, al-ziyaadah generates thirty-six meanings, and affixations generate sixty-two meanings. This research could be a valuable reference for further researchers who want to study languages and prevent regional languages extinction in the modern era.
Aim. This study aims to analyze the effects of virtual reality on engagement and fitness.
Methods. This study adopted a mixed method. A total of 32 elite karate athletes from Palembang PGRI University (Indonesia) were recruited and allocated to control (n = 15) and virtual reality group (n = 17). Quantitative instruments used the Athlete Engagement Questionnaire to measure the level of engagement and hand grip test, standing board jump test, sit-and-reach test, 40-meter test, 4×9 m shuttle run test, bleep test to measure physical fitness. While the instrument for qualitative research involved in-depth interviews.
Results. This study showed several findings in the quantitative study. First, there was no difference in the value of engagement and fitness between control and virtual reality groups at the baseline stage. Second, there were significant differences in engagement and fitness values between two groups at the post-intervention stage. While qualitative research showed that elite athletes revealed various perceptions that virtual reality is easy and interesting, but the price is high, and the users should have technology literacy, or it will be less meaningful.
Conclusions. This study confirms that virtual reality training was a positive and effective method to bring back the engagement and physical fitness among elite Karate athletes.
Key words: Sports technology, virtual training, fitness, martial art
Bu çalışmada, oryantiring katılımcılarında sporcu bağlılığının sporcu öz yeterliğini belirlemedeki rolünü saptamak ve sporcuların bağlılıkları ile öz yeterlikleri-nin cinsiyete göre farklılaşıp farklılaşmadığını ortaya koymak amaçlanmıştır. Araştırma ilişkisel bir çalışmadır. Araştırmaya 140 kadın ve 167 erkek olmak üzere toplam 307 oryantiring sporcusu katılmıştır. Araştırmada kişisel bilgi formu, Sporcu Bağlılık Ölçeği ve Sporcu Öz Yeterlik Ölçeği kullanılmıştır. Sporcu bağlılığının sporcu öz yeterliğini belirlemedeki rolünü saptamak için çoklu doğrusal regresyon; sporcuların bağlılıkları ile öz yeterliklerinin cinsiyete göre farklılaşıp fark-lılaşmadığını ortaya koymak için bağımsız örneklem t testi uygulanmıştır. Yapılan analizler sonucunda sporcuların spor bağlılığı cinsiyete göre anlamlı olarak farklılaşırken, sporcu öz yeterliğinin cinsiyete göre farklılaşmadığı sonucuna ulaşılmıştır. Uygulanan çoklu doğrusal regresyon analizinde sporcu öz yeterliğinin güven ve adanmışlık değişkenleri tarafından yordandığı; dinçlik ve coşku değişkenlerinin sporcunun öz yeterliliği üzerinde önemli bir etkiye sahip olmadığı bulgularına ulaşılmıştır. Bu dört değişken birlikte öz yeterlikteki toplam varyansın yaklaşık %22'sini açıklamaktadır. Sonuç olarak, sporcu bağlılığı yüksek olan bireylerin performansının yüksek olması durumunda istediği hedefe ulaşma kapasitesine olan inancının yani öz yeterliğinin yüksek olduğu görülmektedir. Günümüzde sporcuların alanlarında yüksek performansa ulaşmak için gösterilen çabayı ortaya koyması açısından spora ayrılan zaman ve sporcunun kendisine olan inancı önem taşımaktadır. Anahtar Kel meler: Oryantiring, sporcu bağlılığı, sporcu öz yeterliği Abstract The aim of this study was to predict the role of athlete engagement in determining athlete self-efficacy in orienteering participants and to reveal whether athletes' engagement and self-efficacy differ according to gender. The research is a relational study. A total of 307 orienteering athletes, 140 female and 167 male, participated in the study. Personal Information Form, Athlete Engagement Questionnaire, and Athlete Self-Efficacy Scale were used in the study. A multiple linear regression analysis was performed to predict the role of athlete engagement in determining athlete self-efficacy; an independent sample t-test was performed to reveal whether the engagement and self-efficacy of the athletes differed according to gender. According to the results of the analysis, it was concluded that while the sports engagement of the athletes differed significantly according to the gender, the self-efficacy of the athletes did not differ according to the gender. In the applied multiple linear regression analysis, it was found that the self-efficacy of the athlete was predicted by the variables of confidence and dedication; it has been found that vigor and enthusiasm variables do not have a significant effect on the self-efficacy of the athlete. Together, these four variables explain approximately 22% of the total variance in self-efficacy. As a result, it is seen that individuals with high athlete engagement have a high belief in their capacity to reach their desired goal, that is, their self-efficacy, if their performance is high. Today, the time devoted to sports and the belief of the athletes in themselves are important in terms of showing the effort made by the athletes to achieve high performance in their fields. Giriş Spor, fiziksel kondisyon gerektirdiği gibi aynı zamanda düşünme ve muhakemeyi harekete geçirme yeteneğini de gerektirmektedir. Bir performans sporu olarak oryantiring katılımcılarının da fiziksel dayanıklılık ve çevikliğin yanı sıra planlama, kararlar alma, uzamsal algıyı ve görsel uzamsal dikkati sürdürme ve işleyen bellekle iliş-kili zihinsel temsilleri devreye sokmak gibi bilişsel özelliklere sahip olması gerekmektedir (Batista ve ark., 2021). Oryantiring, önceden belirlenmiş bir rotada, harita ve pusula kullanarak bilinmeyen bir bölgede güçlü harita okuma yeteneği, pusulayı ustaca kullanma, en iyi rota seçimi, hızlı ve yüksek yoğunlukta konsantrasyon, çeşitli
Much past research on varsity student-athletes mainly emphasized assessing the factors associated with athletic success and performance. Enhancement of academic performance is also an equally important issue in student-athletes’ lives that the researchers have ignored to date. This research aimed to examine how factors like management, financial support, and diet affect the academic performance of university student-athletes. The participants were 126 field hockey players from eleven universities. We used a five-point Likert scale questionnaire to gather information for this cross-sectional study. That comprised twenty-four items related to four constructs: management, financial support, diet, and academic performance. The data collection tool exhibited adequate reliability (Cronbach's alpha, .767). We analyzed data using chi-square and simple linear regression tests, and the results indicated that management, diet, and financial support were significantly associated with varsity athletes' academic success. The findings suggest that effective management, sufficient financial assistance, and a healthy diet may contribute to the academic success of university athletes. This study is unique because earlier research mostly neglected student-athletes academics and concentrated on their athletic achievement. At the same time, academic and sports management are essential factors that need to be examined regarding student-athletes' academic progress. The study results have important implications for policymakers and professionals related to higher education, academic performance, sports management, and parents. Further studies are recommended to assess the generalizability of this data's findings
Many different elements have a significant impact on the effectiveness of both teaching and assessment. The ever-expanding body of research on assessment has provided an overview of several cognitive, social, and emotional aspects that impact the academic accomplishment of learners in either a direct or indirect manner. In spite of the promising literature on assessment, no research has been done to investigate the probable interactions between self-assessment (SA), test-taking skills (TTS), student evaluation apprehension (SEA), self-esteem (S-E), and language achievement (LA). The purpose of this research was to offer a model that would illuminate the connection among SA, TTS, SEA, S-E, and LA in online classes. Therefore, 417 Turkish EFL students were given the Core of Self-assessment Questionnaire (CSAQ), the Test-Taking Skills Scale (TTSS), the Student Evaluation Apprehension Scale (SEAS), and the Foreign Language Learning Self-esteem Scale (FLLSE). Structural equation modeling (SEM) and confirmatory factor analysis (CFA) both found that SA and TTS are related to SEA, S-E, and LA. Based on the data analysis, EFL students’ SA and TTS can predict the level of SEA, S-E, and LA in online classes. This has important implications for the development of EFL students’ feeling of effectiveness and their ability to define and achieve goals. Consequences and potential future directions are also examined.
Students may better keep tabs on their own development by engaging in self-assessment (S-A), academic buoyancy (AB) construction, and reflective thinking (RT). Although S-A, AB, and RT have been known for a long time, very little is known regarding their potential effects on test-taking anxiety (TTA) and learner enjoyment (LE). Therefore, this study aimed to present a framework depicting the dynamic interaction of AB, RT, LE, S-A, and TTA. Specifically, 394 EFL students from Turkey were given the Academic Buoyancy Scale (ABS), the Reflective Thinking Questionnaire (RTQ), the Test-Taking Anxiety Scale (TTAS), the Core of Self-Assessment Questionnaire (CSAQ), and the Foreign Language Enjoyment Scale (FLES). Higher levels of S-A, AB, RT, and LE were associated with more S-A and less TTA among EFL students, as shown by confirmatory factor analysis (CFA) and structural equation modeling (SEM). The findings of this research have important implications for the development of S-A, AB, and RT practices and the introduction of learning-oriented evaluation in educational settings.
El objetivo del presente estudio fue determinar cuáles son los métodos en el proceso de búsqueda y selección de talentos deportivos a nivel nacional, a través de un cuestionario adaptado a nuestro contexto con la finalidad de aportar con datos científicos para futuros estudios. Se basó en un trabajo descriptivo, la muestra estuvo compuesta de 103 entrenadores, para el cálculo estadístico se empleó el paquete estadístico SPSS 25, se determinó las frecuencias, medias, y porcentajes, además el análisis de fiabilidad. Los principales resultados fueron que el método más utilizado en once provincias del Ecuador es el método formativo o de desarrollo deportivo, la provincia del Azuay presento un número mayor de entrenadores con el 39%, seguido de la provincia del Cañar con un 12%, Pichincha y Morona Santiago presentaron el 11% siendo las provincias con mayor relevancia mientras que el resto de provincias presentan valores mínimos.
The core of self-assessment (CSA) and critical thinking (CT) empower learners to observe and evaluate themselves. Although the literature on CSA and CT reflects a long history, little is known about their contributions to the learners’ academic engagement (AE) and self-esteem (SE), particularly in the EFL context. Therefore, the present investigation intended to explore a structural model of English as a Foreign Language (EFL) university students’ CSA, CT, and SE. Accordingly, the Core of Self-assessment Questionnaire (CSAQ), Watson–Glaser Critical Thinking Appraisal-form A (WGCTA), The SInAPSi Academic Engagement Scale (SAES), and The Foreign Language Learning Self-esteem Scale (FLLSES), were administered to 427 Iranian EFL university learners. The results of Structural Equation Modelling (SEM) indicated that EFL university students with high levels of CSA were more engaged and could build up high SE. Moreover, the effective role of CT in boosting AE and SE was also confirmed. The implications of this study may unveil new prospects for implementing learning-oriented assessment in the classroom and CT practices in language learning instruction and assessment.
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