Academic Achievement, Academic Confidence, Educational Environment, Learning Styles
Conditions
Brief summary
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.
Interventions
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.
Sponsors
Istanbul Gelisim University
Study design
Observational model
OTHER
Time perspective
CROSS_SECTIONAL
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
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.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Academic Achievement | 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. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Learning Style Assessed Using the Kolb Learning Style Inventory III | 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. |
| Academic Confidence Assessed Using a 12-Item Academic Confidence Questionnaire | 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. |
| Perception of the Educational Environment Assessed Using the Dundee Ready Education Environment Measure (DREEM) | 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. |
Countries
Turkey (Türkiye)
Outcome results
None listed