The Role of Physical Activity, Sensation Seeking, and Boredom in Shaping Adolescent Learning Styles
DOI:
https://doi.org/10.17309/tmfv.2025.5.11Keywords:
secondary education, psychological factors, school engagement, student’s well-being, individual differencesAbstract
Objectives. This study aimed to examine the relationship between physical activity, boredom proneness, sensation seeking, and learning styles among high school students in the Czech Republic.
Materials and Methods. The study involved 476 students aged 15–18 years (292 girls and 184 boys), attending general and sports grammar schools. Standardized instruments were used to measure boredom (Boredom Proneness Scale), sensation seeking (Sensation Seeking Scale V), learning styles (Learning Styles Inventory), and physical activity levels (International Physical Activity Questionnaire). The study employed non-parametric tests, correlation analysis, and regression modeling.
Results. The results indicated that older students reported lower physical activity, higher boredom proneness, and reduced intrinsic motivation. Boys in general grammar schools showed higher physical activity and a preference for silence and movement during learning, but lower persistence compared to their peers. Girls in general grammar schools expressed a stronger tendency to seek new sensory experiences. Weak associations were observed between sensation seeking, persistence, and social learning preferences. Regression models moderately predicted student age and gender based on psychological and behavioral variables.
Conclusions. The findings demonstrated that factors such as age, gender, and physical activity significantly influence adolescent learning preferences and motivation. Implementing differentiated teaching strategies and experiential, movement-based learning may enhance engagement, particularly in students prone to boredom or high in sensation seeking.
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