The Effect of High School Students’Physical Education Class Fun on Academic Stress and Academic Grit

The purpose of this study was to investigate the effects of physical education class fun on academic stress and academic grit among high school students. The data were collected from 378 high school students through convenience sampling by administering a survey before the start of physical education classes. Based on the 348 copies of the data collected, excluding 30 dishonest copies, frequency analysis, exploratory factor analysis, reliability analysis, correlation analysis, and multiple regression analysis were conducted using Jamovi 2.6. First, as a result of analyzing the effect of high school students' physical education class fun on academic stress, it was found that physical education class fun did not affect grade-self-stress, and that ease of class was positive(+) on class-self-stress and study-self-stress, and social cultivation had a negative(-) effect on study-self-self-stress. Second, as a result of analyzing the effect of high school students' physical education class fun on academic grit, it was found that the sense of accomplishment through competition, a sub-factor of physical education class fun, had a positive(+) effect on academic enthusiasm. Third, as a result of analyzing the effect of high school students' academic stress on academic grit, it was found that among the sub-factors of academic stress, sexual-self, class-self stress had a positive(+) effect on academic grit, and study-self stress had a negative(-) effect on both academic grit.