Scientific attitude, academic self-concept, and learning outcomes among sports specialised junior high students

Abstract

This study aimed to examine whether scientific attitude and academic self-concept were associated with learning outcomes among eighth-grade students at a sports-specialised junior high school in Surakarta, Indonesia. A quantitative ex post facto design was employed. The study involved 64 students selected through total sampling. Data were collected using the Scientific Attitude Questionnaire, the Academic Self-Concept Scale, and first-semester report-card knowledge scores in Mathematics, Indonesian Language, Science, English, and Physical Education. Descriptive statistics, Pearson zero-order correlations, variable-level normality screening, multicollinearity diagnostics, and multiple linear regression analysis were conducted using IBM SPSS Statistics version 26. The regression model was statistically significant (F(2ⓜ,61)=346.668, p<.001) and explained 91.9% of the variance in learning outcomes (R^2=.919; adjusted R^2=.916). Scientific attitude was significantly associated with learning outcomes and made a significant unique contribution to the regression model (B=1.413, SE=.093, β=.897, t=15.237, p<.001). In contrast, academic self-concept was not significantly associated with learning outcomes after scientific attitude was controlled for (B=.205, SE=.156, β=.077, t=1.315, p=.193). Among the predictors examined, scientific attitude comprising curiosity, critical thinking, inventiveness, and persistence showed the stronger unique statistical association with learning outcomes. These findings indicate that sports-specialised schools may support students’ academic engagement by incorporating inquiry-oriented learning, structured problem-solving, and reflective activities alongside athletic development.