Document Type : Original Article
Authors
1
Assistant Professor of Physical Education Department, K. N Toosi University of Technology, Tehran, Iran.
2
Department of Physical Education, Urmia Branch, Islamic Azad University, Urmia, Iran
3
Department of Physical Education, Tabriz Branch, Islamic Azad University, Tabriz, Iran
4
Department of Physical Education, Farhangian University, P.O. Box 14665 - 889, Tehran, Iran.
5
Ph.D student in Sport Psychology, Arak Branch, Islamic Azad University, Arak, Iran
Abstract
Purpose: The purpose of this study was to examine the role of learning motivation as a mediator in the connection between psychological capital and cognitive flexibility on students' cognitive performance in physical education.
Methods: This study utilized a descriptive-correlational approach and applied structural equation modeling (PLS) to investigate the relationships. The study population consisted of male and female students in grades 10 to 12 from both public and private schools in Tehran during the academic year 2020-2021. A sample of 482 individuals was selected using multistage cluster sampling. Standardized questionnaires including Psychological Capital (PCQ), Dennis and VanderWaal's Cognitive Flexibility, Wallerand's Academic Motivation (AMS), and Niasse et al.'s Cognitive Performance were utilized for data collection. The validity and reliability of the instruments were confirmed through composite reliability, Cronbach's alpha, AVE, and the HTMT criterion. Data analysis was conducted using SmartPLS software and the bootstrap method.
Results: The results indicated that psychological capital and cognitive flexibility had a significant impact on cognitive performance, both directly and through the mediation of learning motivation. Additionally, learning motivation, acting as a mediating factor, enhanced the relationship between the predictor and outcome variables. The path coefficients and model fit indices (CR, AVE, R², GOF, and HTMT) were deemed acceptable, and the final model demonstrated a good fit.
Conclusion: The findings of this study underscore the significance of psychological and motivational factors in enhancing students' cognitive performance within the realm of physical education. These results can serve as a foundation for developing educational, counseling, and curriculum interventions.
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