How do Personality Traits Affect the Achievement Motivation of High School Students Taking Sports-related Exams
DOI:
https://doi.org/10.54097/s6zavx37Keywords:
Personality Traits, Achievement Motivation, Social Support, Sports College Entrance ExaminationAbstract
Purpose: In an era characterized by intense competition for sports talent, ensuring the mental well-being of students undertaking the sports college entrance examination is increasingly crucial due to its significant impact on their athletic performance. To explore effective approaches in fostering academic motivation among students preparing for this exam, this study adopts a social psychology perspective and examines how personality traits influence academic motivation. Furthermore, it investigates the associations between personality traits, achievement motivation, and social support. Methods: A questionnaire survey was conducted on 601 students who had participated in the college entrance examination of sports in 2023, utilizing the Five-Factor Personality Inventory, Competitive Motive Inventory, and Perceived Social Support Scale. Statistical software tools such as SPSS 26.0 were employed to validate the research hypotheses posited in this study. Results: The sports college entrance examination demonstrates a significant positive correlation between personality traits and achievement motivation (r=0.291, p=0.000). Additionally, there is a notable positive correlation observed between personality traits and social support (r=0.245, p=0.000), as well as between achievement motivation and social support (r=0.385, p=0.000). Personality traits exert a direct influence on achievement motivation (path coefficient = 0.225) while also indirectly affecting it through the mediating role of social support (path coefficient = 0.354). Social support serves as a partial mediator in the relationship between personality traits and achievement motivation with a mediation effect value of 0.089. Conclusion: The personality traits not only directly influence the motivation for academic achievement in sports entrance examinations but also indirectly impact students' achievement motivation through social support. These research findings offer a novel perspective for mitigating psychological anxiety and enhancing achievement motivation among candidates taking sports entrance examinations in China and globally. This study underscores the significance of effectively integrating personal growth with social support for sports entrance examination candidates.
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