High school e-games players time management and academic motivation in Physical Education
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- Christopher Jaspe+−
- Jon Kristoffer Deguma+−
- Ryan Puljanan+−
- Francis Dave Moreno+−
- Weena Paclibar+−
- Frietzie Inayan+−
- Joseph Lobo+−
DOI:
https://doi.org/10.17979/sportis.2026.12.1.11619Abstract
This study examined the relationship between time management and academic motivation in Physical Education among high school students playing “Mobile Legends: Bang Bang (MLBB)”. Using a descriptive-correlational research design, the study surveyed 200 high school students to determine how their time management skills were related to their academic motivation in PE. Findings indicated a weak but significant positive relationship between overall time management and academic motivation [r(198) = .204, p = .004), suggesting that students with better time management skills tended to exhibit higher academic motivation. Among the components of time management, long-range planning had the strongest relationship with academic motivation (r(198) = .211, p = .003), followed by time attitudes (r(198) = .180, p = .011). These results suggest that students who set structured long-term goals and maintained a positive perception of time were more likely to stay motivated in their coursework. In contrast, short-range planning showed the weakest and non-significant relationship (r(198) = .135, p = .057), indicating that organizing short-term tasks alone does not strongly influence academic motivation. The study highlights the importance of developing effective time management strategies to support academic engagement. Encouraging students to engage in goal-setting, task prioritization, and self-regulation can help maintain motivation and productivity. Future research should explore intervention-based approaches and the influence of external factors such as parental support and school policies in shaping students’ time management and motivation in Physical Education.
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References
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