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How College Students Experience Stud...

Bartlett Taylor, Coleen M.

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How College Students Experience Student Engagement and Academic Performance in Relation to Sedentary and Active Lifestyle Behaviors: A Mixed Method Design.

Record Type:	Electronic resources : Monograph/item
Title/Author:	How College Students Experience Student Engagement and Academic Performance in Relation to Sedentary and Active Lifestyle Behaviors: A Mixed Method Design./
Author:	Bartlett Taylor, Coleen M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	150 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-10, Section: B.
Contained By:	Dissertations Abstracts International81-10B.
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27739035
ISBN:	9781658466684

How College Students Experience Student Engagement and Academic Performance in Relation to Sedentary and Active Lifestyle Behaviors: A Mixed Method Design.
Bartlett Taylor, Coleen M.

How College Students Experience Student Engagement and Academic Performance in Relation to Sedentary and Active Lifestyle Behaviors: A Mixed Method Design. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 150 p.

Source: Dissertations Abstracts International, Volume: 81-10, Section: B.

Thesis (Ph.D.)--Saybrook University, 2020.

This item must not be sold to any third party vendors.

Declining student engagement and academic performance has been recognized across a spectrum of colleges and universities (Kot, 2014). This study embedded a physical activity intervention within a biology course and asked, "What can be learned from the experience of college students about the relationship of physical activity and sedentary behaviors to academic engagement and academic performance, during one semester of human biology, when sedentary behaviors are replaced by a pedometer monitored stepping intervention?" Recruitment at a New England college, this study relied on a convenience sample (N = 20; f = 9; m =11), aged 18 to 23, from three biology class sections. The mixed-method approach utilized a qualitative engagement questionnaire within a quantitative experimental design, comparing stepping, sedentary behavior, and pretest/posttest differentials. Two-sample t tests revealed that students reporting non-exerciser status before the study began had significantly higher pretest/posttest improvement differentials than exercisers. Within research groups, regression analyses, two-sample t tests, and descriptive statistics revealed that the active group (n=10; m=3, f = x) made no greater academic improvement than non-active students (n = 10; m = 4, f = 6). A thematic analysis of qualitative data from fifteen (f = 7; m = 8) participants noted four themes and five subthemes: 1) confidence and impact of family background & past educational experiences, 2) variations in anticipated investment of time and effort (class participation, taking notes, good study habits, class design and instructor's skills), 3) measuring of academic success (good efforts equals good grades), and 4) physical health as illness, nutrition, sleep, & activity. Mixed-method analysis results showed that an active lifestyle appeared to be associated with academic success, as well as providing evidence that for three previously sedentary participants, academic improvement during one semester was significant when sedentary behaviors were replaced by a pedometer monitored stepping intervention (two-sample t test; p = 0.0097). The contributions of this study were that it focused on increasing and encouraging activity for the college-aged, emerging adults to promote a lifetime wellness strategy designed to limit the potential decline of cognitive function related to sedentary behaviors. Additionally, it explored the positioning of increased student physical activity in mitigating the trend of diminishing student engagement and academic performance. Implications for future research and practice are discussed.

ISBN: 9781658466684Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Academic engagement

How College Students Experience Student Engagement and Academic Performance in Relation to Sedentary and Active Lifestyle Behaviors: A Mixed Method Design.
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500 $a Source: Dissertations Abstracts International, Volume: 81-10, Section: B.
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506 $a This item must not be added to any third party search indexes.
520 $a Declining student engagement and academic performance has been recognized across a spectrum of colleges and universities (Kot, 2014). This study embedded a physical activity intervention within a biology course and asked, "What can be learned from the experience of college students about the relationship of physical activity and sedentary behaviors to academic engagement and academic performance, during one semester of human biology, when sedentary behaviors are replaced by a pedometer monitored stepping intervention?" Recruitment at a New England college, this study relied on a convenience sample (N = 20; f = 9; m =11), aged 18 to 23, from three biology class sections. The mixed-method approach utilized a qualitative engagement questionnaire within a quantitative experimental design, comparing stepping, sedentary behavior, and pretest/posttest differentials. Two-sample t tests revealed that students reporting non-exerciser status before the study began had significantly higher pretest/posttest improvement differentials than exercisers. Within research groups, regression analyses, two-sample t tests, and descriptive statistics revealed that the active group (n=10; m=3, f = x) made no greater academic improvement than non-active students (n = 10; m = 4, f = 6). A thematic analysis of qualitative data from fifteen (f = 7; m = 8) participants noted four themes and five subthemes: 1) confidence and impact of family background & past educational experiences, 2) variations in anticipated investment of time and effort (class participation, taking notes, good study habits, class design and instructor's skills), 3) measuring of academic success (good efforts equals good grades), and 4) physical health as illness, nutrition, sleep, & activity. Mixed-method analysis results showed that an active lifestyle appeared to be associated with academic success, as well as providing evidence that for three previously sedentary participants, academic improvement during one semester was significant when sedentary behaviors were replaced by a pedometer monitored stepping intervention (two-sample t test; p = 0.0097). The contributions of this study were that it focused on increasing and encouraging activity for the college-aged, emerging adults to promote a lifetime wellness strategy designed to limit the potential decline of cognitive function related to sedentary behaviors. Additionally, it explored the positioning of increased student physical activity in mitigating the trend of diminishing student engagement and academic performance. Implications for future research and practice are discussed.
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