Aprendizaje activo a través de una vida activa: la relación entre la actividad física y la motivación académica en estudiantes universitarios
Barra lateral del artículo
Contenido principal del artículo
DOI:
https://doi.org/10.17979/sportis.2026.12.2.12885Resumen
Este estudio examinó la relación entre la participación en la actividad física y la motivación académica en estudiantes, con el propósito de comprender mejor cómo los comportamientos de estilo de vida se vinculan con el impulso hacia el aprendizaje. Mediante un diseño cuantitativo descriptivo-correlacional, se recopilaron datos numéricos de 559 estudiantes seleccionados a través de un muestreo aleatorio simple. Se utilizaron cuestionarios estandarizados, incluyendo una medida validada de motivación académica y el cuestionario de actividad física de Craig. Se calcularon estadísticas descriptivas, como la media y la media compuesta, para describir las variables, y se empleó la correlación de Spearman para analizar su asociación. Los resultados indicaron que los estudiantes generalmente mantienen estilos de vida activos y presentan niveles en desarrollo de motivación académica en sus dimensiones intrínseca, de regulación identificada y de regulación externa. El análisis mostró una relación positiva y estadísticamente significativa entre la actividad física y la motivación académica, lo que sugiere que los estudiantes más activos tienden a manifestar mayor motivación hacia el aprendizaje. No obstante, la relación fue modesta, lo que indica que la actividad física constituye solo uno de varios factores que influyen en la motivación académica. El estudio resalta el carácter multidimensional de la motivación y respalda enfoques que vinculan los procesos conductuales y psicológicos en contextos educativos. En conjunto, los hallazgos aportan una visión más integral del desarrollo estudiantil, destacando la interconexión entre el bienestar y el aprendizaje en la educación superior.
Palabras clave:
Detalles del artículo
Referencias
Abdolrezapour, P., Jahanbakhsh Ganjeh, S., & Ghanbari, N. (2023). Self-efficacy and resilience as predictors of students’ academic motivation in online education. Plos One, 18(5), e0285984. https://doi.org/10.1371/journal.pone.0285984
Ali Abd Al-Hameed, K. (2022). Spearman’s correlation coefficient in statistical analysis. International Journal of Nonlinear Analysis and Applications, 13(1), 3249–3255.
Aton, A. G. (2025). Driven by willpower: exploring the relationship between physical activity engagement and self-control motivation in students. Sportis: Scientific Technical Journal of School Sport, Physical Education and Psychomotricity, 11(3). https://doi.org/10.17979/sportis.2025.11.3.11674
Baena-Morales, S., Jerez-Mayorga, D., Delgado-Floody, P., & Martínez-Martínez, J. (2021). Sustainable development goals and physical education. A proposal for practice-based models. International Journal of Environmental Research and Public Health, 18(4), 2129. https://doi.org/10.3390/ijerph18042129
Cayubit, R. F. O. (2022). Why learning environment matters? An analysis on how the learning environment influences the academic motivation, learning strategies and engagement of college students. Learning Environments Research, 25(2), 581–599. https://doi.org/10.1007/s10984-021-09382-x
Champawat, B. S. (2025). Physical Fitness Among College Students: Trends, Challenges, and Opportunities. Int J Contemp Res Multidiscip, 4(2), 254–260.
Chaudhuri, J. D. (2020). Stimulating intrinsic motivation in millennial students: A new generation, a new approach. Anatomical Sciences Education, 13(2), 250–271. https://doi.org/10.1002/ase.1884
Dalipe, M. A. R., Rosario, M. A. B., Reyes, M. D. L., Poblador, S. A. C., Chee Kee, J., Dumagalagan, N. Lou, Dacanay, R. A., San Pedro, M. E., Villarta, C. W. S., Mangubat, C. M. T., Java, V. P., Elumaring, J. B., & Tagare, R. L. (2025). Active lives, fulfilled needs: physical activity and the triad of autonomy, competence, and relatedness among Filipino university students. Sportis: Scientific Technical Journal of School Sport, Physical Education and Psychomotricity, 11(3). https://doi.org/10.17979/sportis.2025.11.3.11655
Dumchak, I., Kachmar, O., Mochalova, N., Oleksandrenko, K., & Sidorova, I. (2024). Socio-cultural factors influencing students’ learning experience: a cross-cultural study. Revista Eduweb, 18(3), 264–275. https://doi.org/10.46502/issn.1856-7576/2024.18.03.20
Fong, C. J., Altan, S., Gonzales, C., Kirmizi, M., Adelugba, S. F., & Kim, Y. (2024). Stay motivated and carry on: A meta-analytic investigation of motivational regulation strategies and academic achievement, motivation, and self-regulation correlates. Journal of Educational Psychology, 116(6), 997. https://doi.org/10.1037/edu0000886
Gothe, Neha P, Ehlers, D. K., Salerno, E. A., Fanning, J., Kramer, A. F., & McAuley, E. (2020). Physical activity, sleep and quality of life in older adults: influence of physical, mental and social well-being. Behavioral Sleep Medicine, 18(6), 797–808. https://doi.org/10.1080/15402002.2019.1690493
Hadji Kasan, Y. T. (2025). Fit to cope: Physical Activity and its influence on the resilience of university students. Sportis: Scientific Technical Journal of School Sport, Physical Education and Psychomotricity, 11(4). https://doi.org/10.17979/sportis.2025.11.4.12278
Haible, S., Volk, C., Demetriou, Y., Höner, O., Thiel, A., & Sudeck, G. (2020). Physical activity-related health competence, physical activity, and physical fitness: analysis of control competence for the self-directed exercise of adolescents. International Journal of Environmental Research and Public Health, 17(1), 39. https://doi.org/10.3390/ijerph17010039
Herbert, C. (2022). Enhancing mental health, well-being and active lifestyles of university students by means of physical activity and exercise research programs. Frontiers in Public Health, 10, 849093. https://doi.org/10.3389/fpubh.2022.849093
Leavy, P. (2022). Research design: Quantitative, qualitative, mixed methods, arts-based, and community-based participatory research approaches. Guilford publications.
Lövdén, M., Fratiglioni, L., Glymour, M. M., Lindenberger, U., & Tucker-Drob, E. M. (2020). Education and cognitive functioning across the life span. Psychological Science in the Public Interest, 21(1), 6–41. https://doi.org/10.1177/1529100620920576
Malone, T. W., & Lepper, M. R. (2021). Making learning fun: A taxonomy of intrinsic motivations for learning. In Aptitude, learning, and instruction (pp. 223–254). Routledge.
Marsigliante, S., Gómez-López, M., & Muscella, A. (2023). Effects on children’s physical and mental well-being of a physical-activity-based school intervention program: a randomized study. International Journal of Environmental Research and Public Health, 20(3), 1927. https://doi.org/10.3390/ijerph20031927
Martín, H., & Sorhaindo, C. (2019). A comparison of intrinsic and extrinsic motivational factors as predictors of civil engineering students’ academic success. International Journal of Engineering Education, 35(2), 458–472.
Merdiaty, N., & Sulistiasih, S. (2024). Empowering Learning: The Mediating Role of Teachers in Enhancing Students’ Intrinsic Motivation. Al-Ishlah: Jurnal Pendidikan, 16(4), 5163–5172. https://doi.org/10.35445/alishlah.v16i4.6430
Moore, M. F., Montgomery, L., & Cobbs, T. (2021). Increasing student success through in-class resilience education. Nurse Education in Practice, 50, 102948. https://doi.org/10.1016/j.nepr.2020.102948
Mulaudzi, I. C. (2023). Factors affecting students’ academic performance: a case study of the university context. Journal of Social Science for Policy Implications, 11(1), 18–26. https://doi.org/10.15640/jsspi.v11n1a3
Mwaanga, O., & Chifita, T. (2025). A Critical Justification for Physically Active Education: Towards ‘the Africa We Want.’ In Sport, Development and Peace: Critical Global Challenges (pp. 133–155). Springer. https://doi.org/10.1007/978-3-031-86930-3_7
Nioda, A. J. B., & Tagare, R. L. (2024). The Experiences of Non-Physical Education Generalist Teachers in Implementing PE in the Primary Grades: Implications for Capability Development Initiatives. International Electronic Journal of Elementary Education, 16(3), 325–335. https://doi.org/10.26822/iejee.2024.334
Pace, D. S. (2021). Probability and non-probability sampling-an entry point for undergraduate researchers. International Journal of Quantitative and Qualitative Research Methods, 9(2), 1–15.
Peromingan, R., Andajao, M. F. J. M., Paringit, S. C., Paclibar, D. T., Misil, E. S., & Salazar, M. A. A. (2025). In motion against distress: the role of physical activity in alleviating psychological strain. Sportis: Scientific Technical Journal of School Sport, Physical Education and Psychomotricity, 11(4). https://doi.org/10.17979/sportis.2025.11.4.11986
Ryan, R. M., & Vansteenkiste, M. (2023). Self-determination theory. In The Oxford Handbook of Self-Determination Theory (pp. 3–30). Oxford University Press. https://doi.org/https://doi.org/10.1093/oxfordhb/9780197600047.002.0006
Shengyao, Y., Salarzadeh Jenatabadi, H., Mengshi, Y., Minqin, C., Xuefen, L., & Mustafa, Z. (2024). Academic resilience, self-efficacy, and motivation: The role of parenting style. Scientific Reports, 14(1), 5571. https://doi.org/10.1038/s41598-024-55530-7
Siedentop, D., & Van der Mars, H. (2022). Introduction to physical education, fitness, and sport. Human kinetics. https://doi.org/https://doi.org/10.1111/josh.13030
Skinner, E. A., Pitzer, J. R., & Steele, J. S. (2016). Can student engagement serve as a motivational resource for academic coping, persistence, and learning during late elementary and early middle school? Developmental Psychology, 52(12), 2099. https://doi.org/10.1037/dev0000232
Stamov Roßnagel, C., Fitzallen, N., & Lo Baido, K. (2021). Constructive alignment and the learning experience: relationships with student motivation and perceived learning demands. Higher Education Research & Development, 40(4), 838–851. https://doi.org/10.1080/07294360.2020.1787956
Suchon, N. S., & Richards, K. A. (2025). A Socialization-Informed Framework for Integrating Social and Emotional Learning in Physical Education Teacher Education. Kinesiology Review, 1(aop), 1–9. https://doi.org/10.1123/kr.2024-0025
Tagare, R. L., Vergara, L. A., Porto, J. A., Hernani, M. R. A., & Gazali, N. (2025). Students’ engagement in Philippine tertiary PE program: a path for enhancing experience and curriculum development. International Journal of Evaluation and Research in Education (IJERE), 14(4), 3249–3259. https://doi.org/10.11591/ijere.v14i4.33207
Tandon, P. S., Kroshus, E., Olsen, K., Garrett, K., Qu, P., & McCleery, J. (2021). Socioeconomic inequities in youth participation in physical activity and sports. International Journal of Environmental Research and Public Health, 18(13), 6946. https://doi.org/10.3390/ijerph18136946
Thomas, D., & Zubkov, P. (2023). Quantitative research designs. Quantitative Research for Practical Theology, 103–114.
Trigueros, R., Padilla, A., Aguilar-Parra, J. M., Lirola, M. J., García-Luengo, A. V, Rocamora-Pérez, P., & López-Liria, R. (2020). The influence of teachers on motivation and academic stress and their effect on the learning strategies of university students. International Journal of Environmental Research and Public Health, 17(23), 9089. https://doi.org/10.3390/ijerph17239089
Wang, Q., Lee, K. C. S., & Hoque, K. E. (2020). The effect of classroom climate on academic motivation mediated by academic self-efficacy in a higher education institute in China. International Journal of Learning, Teaching and Educational Research, 19(8), 194–213. https://doi.org/10.26803/ijlter.19.8.11
Weber, M., & Harzer, C. (2022). Relations between character strengths, school satisfaction, enjoyment of learning, academic self-efficacy, and school achievement: An examination of various aspects of positive schooling. Frontiers in Psychology, 13, 826960. https://doi.org/10.3389/fpsyg.2022.826960
Zheng, Y., Li, H., Gao, K., & Gallo, P. M. (2022). Developing a Home-Based Body Weight Physical Activity/Exercise Program. ACSM’S Health & Fitness Journal, 26(2), 20–28. https://doi.org/10.1249/FIT.0000000000000746