The Relationship Between Physical Activity, Concentration, and Academic Achievement in High School Students

Muhammad Ivan Miftahul Asiz; Andi Sahrul Jahrir

Authors

Muhammad Ivan Miftahul Asiz Universitas Negeri Makassar Author
Andi Sahrul Jahrir Universitas Negeri Makassar Author

Keywords:

Physical Activity, Concentration, Academic Achievement, High School Students

Abstract

The academic achievement of high school students is influenced by various factors, not only intellectual abilities but also physical activity and cognitive functions such as study concentration. This study aims to analyze the relationship between physical activity, learning concentration, and academic achievement, as well as test the role of learning concentration as a mediator variable. The study used a quantitative design with a cross-sectional approach. The sample consisted of 78 students of SMA Negeri 1 Makassar who were selected using a simple random sampling technique. Physical activity was measured using the Physical Activity Questionnaire for Adolescents (PAQ-A), learning concentration was measured by the Grid Concentration Exercise, while academic achievement was obtained from the average score of the semester report card. Data analysis included descriptive statistics, Pearson correlation test, and mediation analysis using graded regression based on Baron and Kenny criteria with a significance level of α = 0.05. The results showed a positive and significant relationship between physical activity and learning concentration (r = 0.46; p < 0.01), learning concentration and academic achievement (r = 0.52; p < 0.01), and physical activity and academic achievement (r = 0.38; p < 0.01). Physical activity had a significant effect on academic achievement (β = 0.38; p < 0.001; R² = 0.14) and learning concentration (β = 0.46; p < 0.001; R² = 0.21). In the mediation analysis, learning concentration had a significant effect on academic achievement (β = 0.44; p < 0.001) and decreased the direct influence of physical activity (β = 0.19; p = 0.029), with R² = 0.34. It is concluded that learning concentration acts as a partial mediator in the relationship between physical activity and student academic achievement.

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