Learning Styles, Academic Achievement, Confidence, and Educational Environment in Sports Science Students
Relationship Between Learning Styles, Academic Achievement, Academic Confidence, and Educational Environment Perception Among Undergraduate Sports Science Students
This observational, cross-sectional study aimed to investigate the relationships between learning styles, academic achievement, academic confidence, and perceptions of the educational environment among undergraduate sports science students. The study also examined whether academic achievement, academic confidence, and perceptions of the educational environment differed according to students' learning style preferences.
Undergraduate students enrolled in sports science programs at multiple higher education institutions in Turkey participated in the study. Participants completed a one-time online survey including demographic and academic information, the Kolb Learning Style Inventory III, an academic confidence questionnaire, and the Dundee Ready Education Environment Measure (DREEM). Academic achievement was assessed using self-reported grade point average categories.
No intervention, treatment, laboratory procedure, biological sampling, or invasive assessment was performed. The collected data were analyzed to examine associations among learning styles, academic achievement, academic confidence, and perceptions of the educational environment. Statistical and machine-learning methods were also used to explore predictors of academic achievement.
調査の概要
状態
研究の種類
入学 (実際)
連絡先と場所
研究場所
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Istanbul
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Istanbul、Istanbul、トルコ（Türkiye）、34310
- Istanbul Gelisim University
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参加基準
適格基準
就学可能な年齢
- 大人
- 高齢者
健康ボランティアの受け入れ
サンプリング方法
調査対象母集団
説明
Inclusion Criteria:
- Aged 18 years or older.
- Currently enrolled as an undergraduate student in a sports science-related program.
- Able to read and understand Turkish.
- Willing to participate voluntarily and provide electronic informed consent.
Exclusion Criteria:
- Failure to provide electronic informed consent.
- Incomplete or internally inconsistent questionnaire responses.
- Duplicate survey submissions.
- Missing or invalid information regarding the participant's institution.
研究計画
研究はどのように設計されていますか？
デザインの詳細
コホートと介入
グループ/コホート |
介入・治療 |
|---|---|
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Undergraduate Sports Science Students
Undergraduate sports science students aged 18 years or older who voluntarily participated in the cross-sectional study.
Participants completed an online survey assessing demographic and academic characteristics, learning styles, academic confidence, and perceptions of the educational environment.
All participants were evaluated at a single time point, and no intervention or longitudinal follow-up was performed.
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Participants completed a one-time online questionnaire-based assessment including demographic and academic information, the Kolb Learning Style Inventory III, an academic confidence questionnaire, and the Dundee Ready Education Environment Measure (DREEM).
Academic achievement was assessed using self-reported grade point average categories.
These instruments were used solely for observational assessment purposes.
No therapeutic, behavioral, pharmacological, device-based, or invasive intervention was administered, and participants were not assigned to any intervention.
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この研究は何を測定していますか？
主要な結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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Academic Achievement
時間枠：Day 1
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Academic achievement was assessed using participants' self-reported grade point average (GPA).
GPA was recorded as an ordinal variable using five categories: 0.00-1.99,
2.00-2.49,
2.50-2.99,
3.00-3.49,
and 3.50-4.00.
Higher GPA categories indicate higher academic achievement.
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Day 1
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二次結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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Learning Style Assessed Using the Kolb Learning Style Inventory III
時間枠：Day 1
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Learning style was assessed using the Kolb Learning Style Inventory III.
The inventory consists of 12 items in which participants rank four response options.
Scores are obtained for four learning modes: Concrete Experience (CE), Reflective Observation (RO), Abstract Conceptualization (AC), and Active Experimentation (AE).
Based on the inventory scoring procedure, participants were classified into one of four learning styles: Diverging, Assimilating, Converging, or Accommodating.
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Day 1
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Academic Confidence Assessed Using a 12-Item Academic Confidence Questionnaire
時間枠：Day 1
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Academic confidence was assessed using a 12-item self-report questionnaire.
Each item was rated on a 7-point response scale.
Items 5, 7, 8, 10, and 11 were reverse-scored.
Item responses were used to derive an academic confidence score, with higher scores indicating greater academic confidence.
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Day 1
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Perception of the Educational Environment Assessed Using the Dundee Ready Education Environment Measure (DREEM)
時間枠：Day 1
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Perception of the educational environment was assessed using the Dundee Ready Education Environment Measure (DREEM).
The instrument consists of 50 items rated from 0 to 4 and provides a total score ranging from 0 to 200.
Higher total scores indicate a more positive perception of the educational environment.
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Day 1
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協力者と研究者
研究記録日
主要日程の研究
研究開始 (実際)
一次修了 (実際)
研究の完了 (実際)
試験登録日
最初に提出
QC基準を満たした最初の提出物
最初の投稿 (実際)
学習記録の更新
投稿された最後の更新 (実際)
QC基準を満たした最後の更新が送信されました
最終確認日
詳しくは
本研究に関する用語
その他の研究ID番号
- LS-SSE-2026-01
医薬品およびデバイス情報、研究文書
米国FDA規制医薬品の研究
米国FDA規制機器製品の研究
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