Wang, Qinglei and Abidin, Nor Eeza Zainal and Aman, Mohd Salleh and Wang, Nina and Ma, Luhong and Liu, Pan (2024) Cultural moderation in sports impact: exploring sports-induced effects on educational progress, cognitive focus, and social development in Chinese higher education. BMC Psychology, 12 (1). p. 89. ISSN 2050-7283, DOI https://doi.org/10.1186/s40359-024-01584-1.
Full text not available from this repository.Abstract
BackgroundThis research examines the nuanced challenges confronting Chinese university students within the dynamic milieu of Chinese education. The study comprehensively investigates factors encompassing educational progress, social development, cognitive focus, and Psychological Well-being (PWB), specifically emphasizing the role of sports participation.MethodsTo scrutinize the moderation-mediation nexus between cultural context and social development, a distribution of 500 questionnaires was administered to Chinese university students, yielding 413 responses, corresponding to an 82.6% response rate. Methodologically, this study employed moderation and mediation analyses, incorporating statistical techniques such as a principal component matrix, factor analysis, and hierarchical regression.FindingsProminent findings underscore the significant impact of age on educational progress, shaping the trajectory of academic advancement. Cumulative Grade Point Average (CGPA) emerges as a promising metric, establishing a link between academic performance and educational progress. Active involvement in sports and physical activities (PSPA) positively affects academic performance and study habits. Participation in sports teams and clubs (ISTC) enriches social development by nurturing interpersonal relationships, teamwork, and leadership skills. Sports activities (ESA) correlate with enhanced cognitive focus and improved psychological well-being. Significantly, the findings unveil a nuanced association between Perceived Social Development Through Sports (PSDTS) and educational progress.ConclusionsCultural Context (CC) moderates PSDTS, Sport-induced Cognitive Focus (SICF), and PWB, influencing educational progress. This study emphasizes the need for enhanced support systems-academic guidance, awareness, sports programs, and cultural competence training-to advance student well-being and academic achievement in China, fostering an empowering educational environment for societal progress.
| Item Type: | Article |
|---|---|
| Funders: | UNSPECIFIED |
| Uncontrolled Keywords: | Perceived Educational progress; Sports activities; Sports-induced cognitive focus; Psychological well-being; Cultural Context |
| Subjects: | G Geography. Anthropology. Recreation > GV Recreation Leisure L Education > LC Special aspects of education |
| Divisions: | Faculty of Education > Department of Educational Psychology & Counselling Faculty of Sports and Exercise Science (formerly known as Centre for Sports & Exercise Sciences) |
| Depositing User: | Ms. Juhaida Abd Rahim |
| Date Deposited: | 04 Nov 2024 07:56 |
| Last Modified: | 04 Nov 2024 07:56 |
| URI: | http://eprints.um.edu.my/id/eprint/45578 |
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