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.
研究概览
地位
研究类型
注册 (实际的)
联系人和位置
学习地点
-
-
Istanbul
-
Istanbul、Istanbul、土耳其（türkiye）、34310
- Istanbul Gelisim University
-
-
参与标准
资格标准
适合学习的年龄
- 成人
- 年长者
接受健康志愿者
取样方法
研究人群
描述
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.
学习计划
研究是如何设计的？
设计细节
队列和干预
团体/队列 |
干预/治疗 |
|---|---|
|
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.
|
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.
|
研究衡量的是什么？
主要结果指标
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
|
Academic Achievement
大体时间：Day 1
|
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.
|
Day 1
|
次要结果测量
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
|
Learning Style Assessed Using the Kolb Learning Style Inventory III
大体时间：Day 1
|
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.
|
Day 1
|
|
Academic Confidence Assessed Using a 12-Item Academic Confidence Questionnaire
大体时间：Day 1
|
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.
|
Day 1
|
|
Perception of the Educational Environment Assessed Using the Dundee Ready Education Environment Measure (DREEM)
大体时间：Day 1
|
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.
|
Day 1
|
合作者和调查者
研究记录日期
研究主要日期
学习开始 (实际的)
初级完成 (实际的)
研究完成 (实际的)
研究注册日期
首次提交
首先提交符合 QC 标准的
首次发布 (实际的)
研究记录更新
最后更新发布 (实际的)
上次提交的符合 QC 标准的更新
最后验证
更多信息
与本研究相关的术语
其他研究编号
- LS-SSE-2026-01
药物和器械信息、研究文件
研究美国 FDA 监管的药品
研究美国 FDA 监管的设备产品
此信息直接从 clinicaltrials.gov 网站检索，没有任何更改。如果您有任何更改、删除或更新研究详细信息的请求，请联系 register@clinicaltrials.gov. clinicaltrials.gov 上实施更改，我们的网站上也会自动更新.