¿La preparación tecnológica y la psicología se correlacionan con el rendimiento académico de los estudian-tes-atletas de élite a nivel universitario? (Technology Readiness and Psychological Correlate with Academic Achievement of Elite Student-Athletes at the College Level?)




Palabras clave:

technological, student psychology, academic performance, physical education


Después del período COVID-19, el rendimiento académico entre los estudiantes-atletas de élite no ha mostrado ninguna mejora y aún no se conoce exactamente los principales factores que contribuyeron al rendimiento académico. Además, la evidencia limitada en investigaciones previas que analizaron la relación entre la preparación tecnológica y psicológica con el rendimiento académico entre estudiantes atletas de élite a nivel universitario se convirtió en un vacío en este estudio. Por lo tanto, este estudio investigó la relación entre las variables de preparación tecnológica y psicológica y el rendimiento académico. En este estudio se adoptó una investigación correlacional en la que participaron ochenta y cinco estudiantes-atletas de élite de primer año de la Universitas Negeri Surabaya (Indonesia). La preparación tecnológica y psicológica se midió mediante un cuestionario, mientras que el rendimiento académico se midió respondiendo preguntas sobre fútbol, ​​baloncesto y voleibol. Se utilizó el rango de Spearman para investigar la relación de cada variable. Observamos varios hallazgos en este estudio. Primero, hubo una relación entre la variable preparación tecnológica y el rendimiento académico.  En segundo lugar, había una relación psicológica entre el rendimiento académico. En tercer lugar, hubo una relación entre la preparación tecnológica y psicológica y el rendimiento académico. Así, destacamos que el nivel de rendimiento académico entre los estudiantes deportistas de élite en el primer año estuvo estrechamente relacionado con la preparación tecnológica y psicológica.

Palabras clave: Tecnológico, Psicológico, Rendimiento Académico, Estudiantes-Deportistas de Élite

Abstract. After the COVID-19 period, academic achievement among elite student-athletes has not shown any improvement and it is not yet known exactly the main factors that contributed to academic achievement. In addition, limited evidence in previous research that analyzed the relationship between technological and psychological readiness with academic achievement among elite student athletes at the college level became a gap in this study. Therefore, this study investigated the relationship between technological and psychological readiness variables and academic achievement. Correlational research was adopted in this study which involved eighty-five elite first-year student-athletes from the Universitas Negeri Surabaya (Indonesia). Technological and psychological readiness was measured using a questionnaire while academic achievement was measured by filling out questions about soccer, basketball and volleyball. Spearman's rank was used to investigate the relationship of each variable. We observed several findings in this study. First, there was a relationship between the variable technological readiness and academic achievement. Second, there was a psychological relationship between academic achievement. Third, there was relationship between technological and psychological readiness and academic achievement. Thus, we highlight that the level of academic achievement among elite student athletes in the first year was closely related to technological and psychological readiness.

Keywords: Technological, Psychological, Academic Achievement, Elite Student-Athletes


Abdullah, N. A., Shamsi, N. A., Jenatabadi, H. S., Ng, B. K., & Mentri, K. A. C. (2022). Factors Affecting Undergraduates’ Academic Performance during COVID-19: Fear, Stress and Teacher-Parents’ Support. Sustainability (Switzerland), 14(13). https://doi.org/10.3390/su14137694

Ahmad, N. S., Ismail, A., & Husain, Z. (2022). Psychological well-being impacts among university students on online learning during the COVID-19 pandemic. International Journal of Public Health Science, 11(3), 1037–1045. https://doi.org/10.11591/ijphs.v11i3.21413

Andarwulan, T., Al Fajri, T. A., & Damayanti, G. (2021). Elementary teachers’ readiness toward the online learning policy in the new normal era during Covid-19. International Journal of Instruction, 14(3), 771–786. https://doi.org/10.29333/iji.2021.14345a

Blut, M., & Wang, C. (2020). Technology-readiness-a-metaanalysis-of-conceptualizations-of-the construct-and-its-impact-on-technology-usageJournal-of-the-Academy-of-Marketing Science.pdf. 649–669.

Bubou, G. M., & Job, G. C. (2020). Individual innovativeness , self- efficacy and e-learning readiness of students of Yenagoa study centre , National Open University of Nigeria. Journal of Research in Innovative Teaching & Learning, 15(1), 2–22. https://doi.org/10.1108/JRIT-12-2019-0079

Butt, S., Mahmood, A., & Saleem, S. (2022). The role of institutional factors and cognitive absorption on students’ satisfaction and performance in online learning during COVID 19. PLoS ONE, 17(6 June), 1–30. https://doi.org/10.1371/journal.pone.0269609

Calabuig-Moreno, F., González-Serrano, M. H., Fombona, J., & García-Tascón, M. (2020). The emergence of technology in physical education: A general bibliometric analysis with a focus on virtual and augmented reality. Sustainability (Switzerland), 12(7), 1–23. https://doi.org/10.3390/su12072728

Chang, Y. Z., Yu, C. W., Chao, C. M., & Lin, F. C. (2020). Influences on medical app adoption by patients: the unified theory of acceptance and use of technology model and the moderating effects of technology readiness. Social Science Journal, 00(00), 1–14. https://doi.org/10.1080/03623319.2020.1848338

Deng, X., & Yang, Z. (2021). Digital proficiency and psychological well-being in online learning: Experiences of first-generation college students and their peers. Social Sciences, 10(6). https://doi.org/10.3390/socsci10060192

Fang, J. D. D., Teng, P. C., & Wang, F. J. (2021). The impact of physical education classes on health and quality of life during the covid‐19. Applied Sciences (Switzerland), 11(19). https://doi.org/10.3390/app11198813

Ferreira, J. B., da Rocha, A., & da Silva, J. F. (2013). Impacts of technology readiness on emotions and cognition in Brazil. Journal of Business Research, 67(5), 865–873. https://doi.org/10.1016/j.jbusres.2013.07.005

Fierro, A. A., Philominraj, A., Vitoria, R. V., & Grisales, N. E. M. (2022). Teaching in Physical Education during Pandemic COVID-19: A Study of University Teachers. International Journal of Human Movement and Sports Sciences, 10(5), 973–981. https://doi.org/10.13189/saj.2022.100514

Fokkens-Bruinsma, M., Vermue, C., Deinum, J. F., & van Rooij, E. (2021). First-year academic achievement: the role of academic self-efficacy, self-regulated learning and beyond classroom engagement. Assessment and Evaluation in Higher Education, 46(7), 1115–1126. https://doi.org/10.1080/02602938.2020.1845606

Gani, R.A, Setiawan, E., Achmad, I.Z., Aminudin, R., Purbangkara, T., & Hofmeister, M. (2023).Virtual reality-based tabata training: a professional method for changing levels physical fitness and psychological well-being on student-athletes. Pedagogy of Physical Culture and Sports. 27(2):91-101. https://doi:10.15561/26649837.2023.0201

Geng, S., Law, K. M. Y., & Niu, B. (2019). Investigating self-directed learning and technology readiness in blending learning environment. International Journal of Educational Technology in Higher Education, 16(1). https://doi.org/10.1186/s41239-019-0147-0

Gustems-Carnicer, J., Calderon, C., Calderon-Garrido, D., & Martin-Piñol, C. (2020). Academic progress, coping strategies and psychological distress among teacher education students. International Journal of Educational Psychology, 9(3), 290–312. https://doi.org/10.17583/ijep.2020.4905

Hanif, A. S., Amelia, S. R., Nurdin, F., Hernawan, Maslikah, U., Usra, M., Gani, R. A., Setiawan, E., & Jumareng, H. (2021). Investigating lecturers’ perceptions of the performance of computer-based and paper pencils-based for assessing sports training program during covid-19. International Journal of Human Movement and Sports Sciences, 9(5), 1004–1010. https://doi.org/10.13189/saj.2021.090522

Hashemi, A. (2021). Effects of COVID-19 on the academic performance of Afghan students’ and their level of satisfaction with online teaching. Cogent Arts and Humanities, 8(1). https://doi.org/10.1080/23311983.2021.1933684

Ilhan, A., & Otman, N. (2020). Analysis of Psychological Well-Being and Happiness Levels of University Students Who Do Swimming and Fitness. African Educational Research Journal, 8(8), 273–278. https://doi.org/10.30918/AERJ.8S2.20.056

Jastrow, F., Greve, S., Thumel, M., Diekhoff, H., & Süßenbach, J. (2022). Digital technology in physical education: a systematic review of research from 2009 to 2020. German Journal of Exercise and Sport Research, October 2021. https://doi.org/10.1007/s12662-022-00848-5

Jeoung, B. (2020). Correlation of physical fitness with psychological well-being, stress, and depression in Korean adults. Journal of Exercise Rehabilitation, 16(4), 351–355. https://doi.org/10.12965/jer.2040454.227

Juliantine, T., Setiawan, E., Jumareng, H., Gani, R. A., & Asnaldi, A. (2022). Do Fundamental Movement Skills, Physical Activity And Enjoyment Among Inactive Student During The Covid-19 Era Improve After Exergame? Journal of Physical Education (Maringa), 33(2), e-3327. https://doi.org/10.4025/jphyseduc.v33i1.3327

Jumareng, H., & Setiawan, E. (2021). Self-esteem, adversity quotient and self-handicapping: Which aspects are correlated with achievement goals? Cakrawala Pendidikan, 40(1), 147–157. https://doi.org/10.21831/cp.v40i1.37685

Jumareng, H., Setiawan, E., Asmuddin, A., Rahadian, A., Gazali, N., & Badaruddin, B. (2022). Online Learning for Children with Disabilities During the COVID-19: Investigating Parents’ Perceptions. The Qualitative Report, 27(2), 591–604. https://doi.org/https://doi.org/10.46743/2160-3715/2022.4926

Jumareng, H., Setiawan, E., & Németh, Z. (2022). Augmented pokemon go in times of COVID-19 : does it have any effect on promoting teenagers’ physical activity ? Teorìâ Ta Metodika Fìzičnogo Vihovannâ, 22(3), 360–365. https://doi.org/10.17309/tmfv.2022.3.09

Jumareng, H., Setiawan, E., Patah, I. A., Aryani, M., Asmuddin, A., & Gani, R. A. (2021). Online Learning and Platforms Favored in Physical Education Class during COVID-19 Era: Exploring Student’ Perceptions. International Journal of Human Movement and Sports Sciences, 9(1), 11–18. https://doi.org/10.13189/saj.2021.090102

Ku-Johari, K. ., Bali-Mahomed, N. ., Mahmud, M. ., Amat, S., & Saadon, S. (2022). Psychological Well-Being of School Counsellors Model. European Journal of Educational Research, 11(1), 325–337.

Kuhfeld, M., Soland, james, Tarasawa, B., Johnson, A, Ruzek, E., & Liu, J. (2020). Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement. Educational Researcher, 49(December). https://doi.org/10.3102/0013189X20965918

Li, S. (2021). Psychological Well-being, Mindfulness, and Immunity of Teachers in Second or Foreign Language Education: A Theoretical Review. Frontiers in Psychology, 12(July), 1–9. https://doi.org/10.3389/fpsyg.2021.720340

Lochbaum, M., Stoner, E., Hefner, T., Cooper, S., Lane, A. M., & Terry, P. C. (2022). Sport psychology and performance meta-analyses: A systematic review of the literature. PLoS ONE, 17(2 February), 1–22. https://doi.org/10.1371/journal.pone.0263408

López-Valenciano, A., Suárez-Iglesias, D., Sanchez-Lastra, M. A., & Ayán, C. (2021). Impact of COVID-19 Pandemic on University Students’ Physical Activity Levels: An Early Systematic Review. Frontiers in Psychology, 11(January), 1–10. https://doi.org/10.3389/fpsyg.2020.624567

Mendes, P. C., Fachada, M., Melo, R., Campos, F., Nobre, P., & M. Machado-Rodrigues, A. (2023). El impacto de la pandemia del COVID-19 en las clases de Educación Física portuguesas (The COVID-19 pandemic impact on the Portuguese Physical Education classes). Retos, 49, 674–684. https://doi.org/10.47197/retos.v49.98282

Mohd Faizal, S., Jaffar, N., & Mohd nor, A. S. (2022). Integrate the adoption and readiness of digital technologies amongst accounting professionals towards the fourth industrial revolution. Cogent Business and Management, 9(1). https://doi.org/10.1080/23311975.2022.2122160

Moore, P. J. (2019). Academic achievement and social and emotional learning. Educational Psychology, 39(8), 981–983. https://doi.org/10.1080/01443410.2019.1643971

Mouloud, K., & Nawal, K. (2020). The relationship between the social responsibility and the job. Pedagogy of Physical Culture and Sports, 24(4), 0–4. https://doi.org/10.15561/26649837.2020.0408

Mujriah, Siswantoyo, Sukoco, P., Rosa, F. ., Susanto, E., & Setiawan, E. (2022). Traditional Sport Model to Improve Fundamental Movement Skills And Social Attitudes Of Students During COVID-19. Physical Education Theory and Methodology, 22(3), 309–315. https://doi.org/10.17309/tmfv.2022.3.02

Mukerjee, H. S., Deshmukh, G. K., & Prasad, U. D. (2019). Technology Readiness and Likelihood to Use Self-Checkout Services Using Smartphone in Retail Grocery Stores: Empirical Evidences from Hyderabad, India. Business Perspectives and Research, 7(1), 1–15. https://doi.org/10.1177/2278533718800118

Muqodas, I., Kartadinata, S., Nurihsan, J., Dahlan, T., Yusuf, S., & Imaddudin, A. (2020). Psychological Well-being: A Preliminary Study of Guidance and Counseling Services Development of Preservice Teachers in Indonesia. International Conference on Educational Psychology and Pedagogy, 399(Icepp 2019), 56–60. https://doi.org/10.2991/assehr.k.200130.080

Piñeiro-Cossio, J., Fernández-Martínez, A., Nuviala, A., & Pérez-Ordás, R. (2021). Psychological well-being in physical education and school sports: A systematic review. International Journal of Environmental Research and Public Health, 18(3), 1–16. https://doi.org/10.3390/ijerph18030864

Prasetyanto, D., Rizki, M., & Sunitiyoso, Y. (2022). Online Learning Participation Intention after COVID-19 Pandemic in Indonesia: Do Students Still Make Trips for Online Class? Sustainability (Switzerland), 14(4). https://doi.org/10.3390/su14041982

Priambodo, A., Prakoso, B. B., & Setyorini. (2022). Correlation Between Psychological Well-being and Satisfaction of Life on Physical Education Teachers. Proceedings of the International Joint Conference on Arts and Humanities 2021 (IJCAH 2021), 618(Ijcah), 400–404. https://doi.org/10.2991/assehr.k.211223.069

Rahman, F. F., Hamka, & Lin, K. (2020). The Psychological Well-Being of Newly-Arrived Indonesian Students in Taiwan Kesejahteraan Psikologis Mahasiswa Baru Indonesia di Taiwan. Journal of International Students, 1(S3), 44–57. https://doi.org/10.32674/jis.v10iS(2).2713

Ríos Garit, J., Pérez Surita, Y., Fuentes Domínguez, E., Soris Moya, Y., & Borges Castellanos, R. (2021). Anxiety and psychological variables of sports performance related to injuries in high-performance sportsmen. Apunts Sports Medicine, 56(211). https://doi.org/10.1016/j.apunsm.2021.100358

Roy, M. L., & Gupta, K. (2022). A Study of Impact of Culture on Psychological Wellbeing among the Teaching Faculty Members of Private University in Raipur. Journal of Positive School Psychology, 6(3), 10136–10152.

Tan, Y., Huang, C., Geng, Y., Cheung, S. P., & Zhang, S. (2021). Psychological Well-Being in Chinese College Students During the COVID-19 Pandemic: Roles of Resilience and Environmental Stress. Frontiers in Psychology, 12(May), 1–9. https://doi.org/10.3389/fpsyg.2021.671553

Tentama, F., & Abdillah, M. H. (2019). Student employability examined from academic achievement and self-concept. International Journal of Evaluation and Research in Education, 8(2), 243–248. https://doi.org/10.11591/ijere.v8i2.18128

Teresa, M. T., Guss, C. D., & Boyd, L. (2021). Thriving during COVID-19: Predictors of psychological well-being and ways of coping. PLoS ONE, 16(3 March), 1–19. https://doi.org/10.1371/journal.pone.0248591

Tran, N. T., Franzen, J., Jermann, F., Rudaz, S., Bondolfi, G., & Ghisletta, P. (2022). Psychological distress and well-being among students of health disciplines in Geneva, Switzerland: The importance of academic satisfaction in the context of academic year-end and COVID-19 stress on their learning experience. PLoS ONE, 17(4 April), 1–13. https://doi.org/10.1371/journal.pone.0266612

Wahyuningsih, H., Novitasari, R., & Kusumaningrum, F. A. (2022). Emotional and psychological well-being in Indonesian adolescents: Translation and construct validation of the Stirling Children’s Well-being Scale in a college student sample. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2060165

Wang, Y., Xia, M., Guo, W., Xu, F., & Zhao, Y. (2022). Academic performance under COVID-19: The role of online learning readiness and emotional competence. Current Psychology, 0123456789. https://doi.org/10.1007/s12144-022-02699-7

Warden, C. A., Yi-Shun, W., Stanworth, J. O., & Chen, J. F. (2022). Millennials’ technology readiness and self-efficacy in online classes. Innovations in Education and Teaching International, 59(2), 226–236. https://doi.org/10.1080/14703297.2020.1798269

Yosser, I. M., Syed Idrus, S. Z. Bin, & Ali, A. A. E. (2020). Technology Readiness Index 2.0 as Predictors of E-Health Readiness among Potential Users: A Case of Conflict Regions in Libya. Journal of Physics: Conference Series, 1529(3), 0–9. https://doi.org/10.1088/1742-6596/1529/3/032009

Yuda, A. K., Resita, C., Nurwansyah, R., Gani, R. A., Németh, Z., & Setiawan, E. (2022). Confidence, Academic Stress, Coping Strategies as Predictors of Student Academic Achievement in Physical Education Classes During Covid-19. Teorìâ Ta Metodika Fìzičnogo Vihovannâ, 22(2), 180–187. https://doi.org/10.17309/tmfv.2022.2.05

Zanevskyy, I., & Zanevska, L. (2021). Academic and sport achievements of the physical culture and sports university students. Pedagogy of Physical Culture and Sports, 25(3), 165–171. https://doi.org/10.15561/26649837.2021.0304




Cómo citar

Ridwan, M. ., Syam Tuasikal, A. R., Januarumi Marhaendra, F., Oky Ristanto, K. ., Gazali, N. ., Monterrosa-Quintero, A., Javier Gil-Espinosa, F. ., Raman, A. ., & Setiawan, E. . (2023). ¿La preparación tecnológica y la psicología se correlacionan con el rendimiento académico de los estudian-tes-atletas de élite a nivel universitario? (Technology Readiness and Psychological Correlate with Academic Achievement of Elite Student-Athletes at the College Level?). Retos, 50, 628–634. https://doi.org/10.47197/retos.v50.99398



Artículos de carácter científico: trabajos de investigaciones básicas y/o aplicadas

Artículos más leídos del mismo autor/a