Gestión del tiempo de los jugadores de juegos electrónicos de secundaria y motivación académica en Educación Física
Barra lateral del artículo
Contenido principal del artículo
- Christopher Jaspe+−
- Jon Kristoffer Deguma+−
- Ryan Puljanan+−
- Francis Dave Moreno+−
- Weena Paclibar+−
- Frietzie Inayan+−
- Joseph Lobo+−
DOI:
https://doi.org/10.17979/sportis.2026.12.1.11619Resumen
Este estudio examinó la relación entre la gestión del tiempo y la motivación académica en Educación Física entre estudiantes de secundaria que juegan “Mobile Legends: Bang Bang (MLBB).” Utilizando un diseño de investigación descriptivo-correlacional, el estudio encuestó a 200 estudiantes de secundaria para determinar cómo sus habilidades de gestión del tiempo se relacionaban con su motivación académica en Educación Física. Los hallazgos indicaron una relación positiva débil pero significativa entre la gestión general del tiempo y la motivación académica [r(198) = .204, p = .004), lo que sugiere que los estudiantes con mejores habilidades de gestión del tiempo tendían a exhibir una mayor motivación académica. Entre los componentes de la gestión del tiempo, la planificación a largo plazo tuvo la relación más fuerte con la motivación académica (r(198) = .211, p = .003), seguida de las actitudes hacia el tiempo (r(198) = .180, p = .011). Estos resultados sugieren que los estudiantes que establecieron metas estructuradas a largo plazo y mantuvieron una percepción positiva del tiempo tuvieron más probabilidades de mantenerse motivados en sus cursos. En cambio, la planificación a corto plazo mostró la relación más débil y no significativa (r(198) = .135, p = .057), lo que indica que la organización de tareas a corto plazo por sí sola no influye significativamente en la motivación académica. El estudio destaca la importancia de desarrollar estrategias eficaces de gestión del tiempo para fomentar la implicación académica. Animar a los estudiantes a participar en el establecimiento de metas, la priorización de tareas y la autorregulación puede contribuir a mantener la motivación y la productividad. Las investigaciones futuras deberían explorar los enfoques basados en la intervención y la influencia de factores externos, como el apoyo parental y las políticas escolares, en la gestión del tiempo y la motivación de los estudiantes en Educación Física.
Palabras clave:
Detalles del artículo
Referencias
Adams, R. V., & Blair, E. (2019). Impact of time management behaviors on undergraduate engineering students’ performance. Sage Open, 9(1), 2158244018824506. https://doi.org/10.1177/2158244018824506
Adžić, S., Al-Mansour, J., Naqvi, H., & Stambolić, S. (2021). The impact of video games on Students’ educational outcomes. Entertainment Computing, 38, 100412. https://doi.org/10.1016/j.entcom.2021.100412
Alontaga, J. (2018). Internet shop users: Computer practices and its relationship to e-learning readiness. Education Sciences, 8(2), 46. https://doi.org/10.3390/educsci8020046
Alzahrani, A. K. D., & Griffiths, M. D. (2024). Problematic gaming and students’ academic performance: A systematic review. International Journal of Mental Health and Addiction. https://doi.org/10.1007/s11469-024-01338-5
Broussard, S. C., & Garrison, M. E. B. (2004). The relationship between classroom motivation and academic achievement in elementary‐school‐aged children. Family and Consumer Sciences Research Journal, 33(2), 106–120. https://doi.org/10.1177/1077727X04269573
Çelik, E., Süler, M., Söylemez, A., & Koçak, L. (2023). The mediating role of time attitude in the relationship between self-esteem and resilience in high school students. Journal of Pedagogical Research, 1. https://doi.org/10.33902/JPR.202317971
Chen, L., Liu, R., Zeng, H., Xu, X., Zhu, R., Sharma, M., & Zhao, Y. (2018). Predicting the time spent playing computer and mobile games among medical undergraduate students using interpersonal relations and social cognitive theory: A cross-sectional survey in Chongqing, China. International Journal of Environmental Research and Public Health, 15(8), 1664. https://doi.org/10.3390/ijerph15081664
Cooper, W. E., & Fobian, C. S. (1987). Long-range course planning by college students. Higher Education, 16, 95–102.
Csikszentmihalyi, M., Abuhamdeh, S., & Nakamura, J. (2005). Flow. In Handbook of competence and motivation. (pp. 598–608). Guilford Publications.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Springer US. https://doi.org/10.1007/978-1-4899-2271-7
Derla, R. D. (2024). Exploring emotions and sentiments in the Philippine esports industry: A mixed methods approach. International Journal of Advanced and Applied Sciences, 11(5), 129–139. https://doi.org/10.21833/ijaas.2024.05.014
Edombingco, D. C., Rollon, R. B., & Estelloso, E. S. (2024). Exploring the influence of Mobile Legends on student’s academic performance. International Journal of Multidisciplinary Academic Research, 12(1), 21–37.
Fuertes, H. G., Evangelista Jr., I. A., Marcellones, I. J. Y., & Bacatan, J. R. (2023). Student engagement, academic motivation, and academic performance of intermediate level students. International Journal of Novel Research in Education and Learning, 10(3), 133–149.
Gillet, N., Vallerand, R. J., & Lafrenière, M.-A. K. (2012). Intrinsic and extrinsic school motivation as a function of age: The mediating role of autonomy support. Social Psychology of Education, 15(1), 77–95. https://doi.org/10.1007/s11218-011-9170-2
Islam, M. I., Biswas, R. K., & Khanam, R. (2020). Effect of internet use and electronic game-play on academic performance of Australian children. Scientific Reports, 10(1), 21727. https://doi.org/10.1038/s41598-020-78916-9
Kemp, S. (2025, February 25). DataReportal. Digital 2025: The Philippines. https://datareportal.com/reports/digital-2025-philippines
Kickert, R., Meeuwisse, M., Stegers-Jager, K. M., Prinzie, P., & Arends, L. R. (2022). Curricular fit perspective on motivation in higher education. Higher Education, 83(4), 729–745. https://doi.org/10.1007/s10734-021-00699-3
Koban, K., Biehl, J., Bornemeier, J., & Ohler, P. (2022). Compensatory video gaming. Gaming behaviours and adverse outcomes and the moderating role of stress, social interaction anxiety, and loneliness. Behaviour & Information Technology, 41(13), 2727–2744. https://doi.org/10.1080/0144929X.2021.1946154
Lee, J., & Kim, D. (2025). Levelling up learning in higher education: Gamification of in‐video components to supercharge student learning and achievement in video‐based learning. British Journal of Educational Technology, bjet.13564. https://doi.org/10.1111/bjet.13564
Leite, L., & Dourado, L. F. (Eds.). (2024). Problem-based learning in science education: Achievements, pitfalls and ways forward. MDPI.
Leroy, N., & Bressoux, P. (2016). Does amotivation matter more than motivation in predicting mathematics learning gains? A longitudinal study of sixth-grade students in France. Contemporary Educational Psychology, 44–45, 41–53. https://doi.org/10.1016/j.cedpsych.2016.02.001
Levesque, C., Copeland, K. J., Pattie, M. D., & Deci, E. L. (2010). Intrinsic and extrinsic motivation. In International Encyclopedia of Education (pp. 618–623). Elsevier. https://doi.org/10.1016/B978-0-08-044894-7.00612-6
Macan, T. H. (1994). Time management: Test of a process model. Journal of Applied Psychology, 79(3), 381–391. https://doi.org/10.1037/0021-9010.79.3.381
Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (1990). College students’ time management: Correlations with academic performance and stress. Journal of Educational Psychology, 82(4), 760–768. https://doi.org/10.1037/0022-0663.82.4.760
Mahmud, S., Jobayer, Md. A. A., Salma, N., Mahmud, A., & Tamanna, T. (2023). Online gaming and its effect on academic performance of Bangladeshi university students: A cross‐sectional study. Health Science Reports, 6(12), e1774. https://doi.org/10.1002/hsr2.1774
Mawalia, K. A. (2020). The impact of the Mobile Legend game in creating virtual reality. Indonesian Journal of Social Sciences, 12(2), 49. https://doi.org/10.20473/ijss.v12i2.22908
Meriläinen, M., & Ruotsalainen, M. (2023). The light, the dark, and everything else: Making sense of young people’s digital gaming. Frontiers in Psychology, 14, 1164992. https://doi.org/10.3389/fpsyg.2023.1164992
Nasrullah, S., & Saqib Khan, M. (2015). The impact of time management on the students’ academic achievements. Journal of Literature, Languages and Linguistics, 11, 66–71.
Nigussie, T. (2019). The effect of time management practice on the academic achievement: A case of Dire Dawa University, Ethiopia. European Journal of Business and Management, 11(4), 43–50. https://doi.org/10.7176/EJBM/11-4-05
Oetomo, M. S., & Fahyuni, E. F. (2022). Impact of Mobile Legends Game on youth procrastination. Indonesian Journal of Cultural and Community Development, 12. https://doi.org/10.21070/ijccd2022814
Omole, J. (2024). Popularity and cultural significance of E-Sports in the 21st century. International Journal of Arts, Recreation and Sports, 3(5), 28–40. https://doi.org/10.47941/ijars.2074
Oudeyer, P.-Y., Gottlieb, J., & Lopes, M. (2016). Intrinsic motivation, curiosity, and learning. In Progress in Brain Research (Vol. 229, pp. 257–284). Elsevier. https://doi.org/10.1016/bs.pbr.2016.05.005
Pasayat, A. K., Shrestha, M., & Priya, P. P. (2025). Unleashing the possibilities of play: Analyzing the positive and negative consequences of multiplayer online gaming. Entertainment Computing, 52, 100898. https://doi.org/10.1016/j.entcom.2024.100898
Perez, C., Alvarez, J. J., Carbungco, A., Due, J., Ochoa, C. M., Celis, M. L., & Lobo, J. (2024). Relationship between online game addiction and mental well-being of high-school students during the covid-19 pandemic: Implications for learning and development. Journal of Learning for Development, 11(2), 289–303. https://doi.org/10.56059/jl4d.v11i2.1101
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015.1122533
Raboca, H. M., & Carbunarean, F. (2024). Faculty support and students’ academic motivation. Frontiers in Education, 9, 1406611. https://doi.org/10.3389/feduc.2024.1406611
Razali, S. N. A. M., Rusiman, M. S., Gan, W. S., & Arbin, N. (2018). The impact of time management on students’ academic achievement. Journal of Physics: Conference Series, 995, 012042. https://doi.org/10.1088/1742-6596/995/1/012042
Reynaldo, C., Christian, R., Hosea, H., & Gunawan, A. A. S. (2021). Using video games to improve capabilities in decision making and cognitive skill: A literature review. Procedia Computer Science, 179, 211–221. https://doi.org/10.1016/j.procs.2020.12.027
Ryu, K., Kim, Y., Kim, J., & Woo, M. (2021). False accusation of online games: Internet gaming can enhance the cognitive flexibility of adolescents. Asian Journal of Sport and Exercise Psychology, 1(2–3), 116–121. https://doi.org/10.1016/j.ajsep.2021.09.006
Shi, J., Renwick, R., Turner, N. E., & Kirsh, B. (2019). Understanding the lives of problem gamers: The meaning, purpose, and influences of video gaming. Computers in Human Behavior, 97, 291–303. https://doi.org/10.1016/j.chb.2019.03.023
Siddiky, Md. R., & Haque, I. E. (2024). Factors affecting students’ academic performance mediated by their motivation for learning. Asian Journal of University Education, 20(1), 15–27. https://doi.org/10.24191/ajue.v20i1.25696
Trueman, M., & Hartley, J. (1995). Measuring Time-Management Skills: Cross-cultural observations on Britton and Tesser’s Time Management Scale. Educational Resources Information Center.
Valente, S., Dominguez-Lara, S., & Lourenço, A. (2024). Planning time management in school activities and relation to procrastination: A study for educational sustainability. Sustainability, 16(16), 6883. https://doi.org/10.3390/su16166883
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003–1017. https://doi.org/10.1177/0013164492052004025
Wang, X., Dai, M., & Short, K. M. (2024). One size doesn’t fit all: How different types of learning motivations influence engineering undergraduate students’ success outcomes. International Journal of STEM Education, 11(1), 41. https://doi.org/10.1186/s40594-024-00502-6
Werdini, Y. E., Suroso, S., & Meiyutariningsih, T. (2021). Dependence of playing online games with time management and pro-social behavior. Airlangga Journal of Innovation Management, 2(1), 92. https://doi.org/10.20473/ajim.v2i1.27566
Zhong, Y., Guo, K., Su, J., & Chu, S. K. W. (2022). The impact of esports participation on the development of 21st century skills in youth: A systematic review. Computers & Education, 191, 104640. https://doi.org/10.1016/j.compedu.2022.104640