Examining the Relationship Between Attention and Concentration Levels and Academic Achievement in Elite Archers
DOI:
https://doi.org/10.70736/spjses.339Keywords:
Attention, academic achievement, concentration, PEBLAbstract
This research aimed to investigate the correlation between attention and concentration levels and academic achievement among elite archers. The study was conducted on 77 elite archers aged 14-18 years who regularly participate in performance sports and are affiliated with the Turkish Archery Federation. Attention and concentration levels were assessed using the PEBL Test Battery, while academic achievement was evaluated based on general grade point average, verbal course average and numerical course average. Data were analyzed using SPSS 25.0 software. Normality assessment revealed that skewness and kurtosis values were outside the ±1.5 range, indicating a lack of normal distribution. Therefore, the Mann Whitney U test was used for two-group variables, the Kruskal-Wallis H test for variables with more than two components, and Spearman's rho facet analysis for relationships between variables. Regarding gender variability, it was determined that male athletes had higher scores in some sub-dimensions (p<0.05), while there was no significant difference in others (p>0.05). Differences were only observed in the attention span sub-dimension according to the grade level, with 12th-grade students scoring higher. Correlation results showed low-level positive indicators between attention and composite factors and academic achievement. The findings suggest that these variables do not explain academic achievement alone, but may contribute only to a limited extent. Further research with different age ranges and a broader scope would contribute to the literature.
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