This observational, cross-sectional study aimed to investigate the relationships between learning styles, academic achievement, academic confidence, and perceptions of the educational environment among undergraduate sports science students. The study also examined whether academic achievement, academic confidence, and perceptions of the educational environment differed according to students' learning style preferences. Undergraduate students enrolled in sports science programs at multiple higher education institutions in Turkey participated in the study. Participants completed a one-time online survey including demographic and academic information, the Kolb Learning Style Inventory III, an academic confidence questionnaire, and the Dundee Ready Education Environment Measure (DREEM). Academic achievement was assessed using self-reported grade point average categories. No intervention, treatment, laboratory procedure, biological sampling, or invasive assessment was performed. The collected data were analyzed to examine associations among learning styles, academic achievement, academic confidence, and perceptions of the educational environment. Statistical and machine-learning methods were also used to explore predictors of academic achievement.
Study Type
OBSERVATIONAL
Enrollment
265
Participants completed a one-time online questionnaire-based assessment including demographic and academic information, the Kolb Learning Style Inventory III, an academic confidence questionnaire, and the Dundee Ready Education Environment Measure (DREEM). Academic achievement was assessed using self-reported grade point average categories. These instruments were used solely for observational assessment purposes. No therapeutic, behavioral, pharmacological, device-based, or invasive intervention was administered, and participants were not assigned to any intervention.
Istanbul Gelisim University
Istanbul, Istanbul, Turkey (Türkiye)
Academic Achievement
Academic achievement was assessed using participants' self-reported grade point average (GPA). GPA was recorded as an ordinal variable using five categories: 0.00-1.99, 2.00-2.49, 2.50-2.99, 3.00-3.49, and 3.50-4.00. Higher GPA categories indicate higher academic achievement.
Time frame: Day 1
Learning Style Assessed Using the Kolb Learning Style Inventory III
Learning style was assessed using the Kolb Learning Style Inventory III. The inventory consists of 12 items in which participants rank four response options. Scores are obtained for four learning modes: Concrete Experience (CE), Reflective Observation (RO), Abstract Conceptualization (AC), and Active Experimentation (AE). Based on the inventory scoring procedure, participants were classified into one of four learning styles: Diverging, Assimilating, Converging, or Accommodating.
Time frame: Day 1
Academic Confidence Assessed Using a 12-Item Academic Confidence Questionnaire
Academic confidence was assessed using a 12-item self-report questionnaire. Each item was rated on a 7-point response scale. Items 5, 7, 8, 10, and 11 were reverse-scored. Item responses were used to derive an academic confidence score, with higher scores indicating greater academic confidence.
Time frame: Day 1
Perception of the Educational Environment Assessed Using the Dundee Ready Education Environment Measure (DREEM)
Perception of the educational environment was assessed using the Dundee Ready Education Environment Measure (DREEM). The instrument consists of 50 items rated from 0 to 4 and provides a total score ranging from 0 to 200. Higher total scores indicate a more positive perception of the educational environment.
Time frame: Day 1
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