Literasi Fisik dan Keterlibatan dalam Aktivitas Pembelajaran Anak SD: Peran Stres Akademik dalam Perspektif COR Theory

Tomi Efendi, Sopyan Sauri

Abstract


Research on stress in children is rarely investigated, despite its crucial role in supporting their development during elementary school age. The study investigates the impact of physical literacy on sixth-grade elementary school students' engagement and the moderating role of academic stress, using the Conservation of Resources (COR) Theory. This explanatory survey collected data from 221 students using the Physical Literacy in Children Questionnaire, the Student Engagement Instrument–Elementary Version, and the Academic Stress Questionnaire, which are valid and reliable. Analysis using Structural Equation Modeling (SEM) showed that physical literacy had a significant positive effect on engagement (β = 0.577; C.R. = 5.501; p < 0.001), while academic stress had a significant negative effect (β = –0.557; C.R. = –5.218; p < 0.001). Moderation analysis indicated that the strength and direction of the relationship between physical literacy and engagement varied across different levels of academic stress, although the determination value (R²) was relatively low (maximum 0.275). These findings affirm that physical literacy functions as a master resource in promoting student engagement, yet its effectiveness depends on students’ academic stress levels. This study implies that physical literacy enriches the COR Theory by introducing the concept of embodied cognition as a resource that operates automatically, pre-cognitively, and across multiple domains (physical, cognitive, emotional, and social). Practically, physical literacy development in elementary school students should be integrated with stress management strategies, involve families and communities, and be supported by holistic assessment systems, budget allocation, physical literacy-based teacher training programs, and supportive school environments. 

Keywords


Academic Stress; COR Theory; Physical Literacy; Student Engagement

Full Text:

PDF

References


Barbieri, V., Piccoliori, G., Engl, A., & Wiedermann, C. J. (2024). Parental mental health, gender, and lifestyle effects on post-pandemic child and adolescent psychosocial problems: A cross-sectional survey in northern Italy. International Journal of Environmental Research and Public Health, 21(7), 933. https://doi.org/10.3390/ijerph21070933

Blashill, M. M. (2016). Academic Stress and Working Memory in Elementary School Students. (Dissertations). University of Northern Colorado. https://digscholarship.unco.edu/dissertations/370

Bulqini, A., Puspodari, P., Arfanda, P. E., Suroto, S., & Mutohir, T. C. (2021). Physical literacy in physical education curriculum. Journal of Physical Education, Sport, Health and Recreation, 10(2), 55–60. https://doi.org/10.15294/active.v10i2.47008

Cairney, J., Dudley, D., Kwan, M., Bulten, R., & Kriellaars, D. (2019). Physical literacy, physical activity and health: Toward an evidence-informed conceptual model. Sports Medicine, 49(3), 371–383. https://doi.org/10.1007/s40279-019-01063-3

Carter, C. P., Reschly, A. L., Lovelace, M. D., Appleton, J. J., & Thompson, D. (2012). Measuring student engagement among elementary students: Pilot of the student engagement instrument—elementary version. School Psychology Quarterly, 27(2), 61–73. https://doi.org/10.1037/a0029229

Castelli, D. M., Centeio, E. E., Beighle, A. E., Carson, R. L., & Nicksic, H. M. (2014). Physical literacy and comprehensive school physical activity programs. Preventive Medicine, 66, 95–100. https://doi.org/10.1016/j.ypmed.2014.06.007

Grove, J. R., & Stoll, O. (1999). Performance slumps in sport: Personal resources and perceived stress. Journal of Personal and Interpersonal Loss, 4(3), 203–214. https://doi.org/10.1080/10811449908409729

Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2–24. https://doi.org/10.1108/EBR-11-2018-0203

Heuveline, P. (2022). Global and national declines in life expectancy: An end-of-2021 assessment. Population and Development Review, 48(1), 31–50. https://doi.org/10.1111/padr.12477

Hobfoll, S. E. (1989). Conservation of Resources: A new attempt at conceptualizing stress. American Psychologist, 44(3), 513–524. https://doi.org/10.1037/0003-066X.44.3.513

Hobfoll, S. E., Stevens, N. R., & Zalta, A. K. (2015). Expanding the science of resilience: Conserving resources in the aid of adaptation. Psychological Inquiry, 26(2), 174–180. https://doi.org/10.1080/1047840X.2015.1002377

Hobfoll, S. E., Halbesleben, J., Neveu, J. P., & Westman, M. (2018). Conservation of resources in the organizational context: The reality of resources and their consequences. Annual Review of Organizational Psychology and Organizational Behavior, 5, 10.1–10.26. https://doi.org/10.1146/annurev-orgpsych-032117-104640

Husnan, K., Lani, A., & Sunuyeko, N. (2023). Mastery of physical literacy, physical activity, and physical fitness: A comparative study of Elementary School and Madrasah Ibtidaiah students. Sriwijaya Journal of Sport, 3(1), 39–50. https://doi.org/10.55379/sjs.v3i1.976

Kan, W., Huang, F., Xu, M., Shi, X., Yan, Z., & Türegün, M. (2024). Exploring the mediating roles of physical literacy and mindfulness on psychological distress and life satisfaction among college students. PeerJ, 12, e17741. https://doi.org/10.7717/peerj.17741

Laeeque, S. H., Saeed, M. A., & Bilal, A. (2022). Psychological mechanisms linking sibling abuse and school delinquency: An experiential sampling study based on conservation of resources theory. Motivation and Emotion, 46(2), 197–210. https://doi.org/10.1007/s11031-022-09925-6

Leung, W. K. C., Sum, R. K. W., & Lam, S. C. (2025). Relationships between perceived physical literacy and mental health in tertiary education students: A scoping review. BMC Public Health, 25(1), 117. https://doi.org/10.1186/s12889-025-21337-y

Liao, H., Qu, Z., Yang, L., Wang, H., & Lin, Q. (2024). Typological analysis of teachers’ self-regulation based on conservation of resources theory: A new perspective on the success of blended instruction. Education and Information Technologies, 30(1), 1191–1217. https://doi.org/10.1007/s10639-024-13171-3

Liao, H., Huang, L., & Hu, B. (2022). Conservation of resources theory in the organizational behavior context: Theoretical evolution and challenges. Advances in Psychological Science, 30(2), 449–463. https://doi.org/10.3724/SP.J.1042.2022.00449.

Longmuir, P. E., Boyer, C., Lloyd, M., Yang, Y., Boiarskaia, E., Zhu, W., & Tremblay, M. S. (2015). The Canadian assessment of physical literacy: Methods for children in grades 4 to 6 (8 to 12 years). BMC Public Health, 15, 767. https://doi.org/10.1186/s12889-015-2106-6

Ninditya, L., & Medise, B. E. (2022). Laporan kasus berbasis bukti: Prevalensi dan faktor-faktor yang berpengaruh terhadap masalah kesehatan jiwa pada remaja selama pandemi corona virus disease 2019. Sari Pediatri, 24(2), 127–133. https://dx.doi.org/10.14238/sp24.2.2022.127-33

Podsakoff, P. M., MacKenzie, S. B., Lee, J.-Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: a critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879–903. https://psycnet.apa.org/doi/10.1037/0021-9010.88.5.879

Raney, J. H., Testa, A., Jackson, D. B., Ganson, K. T., & Nagata, J. M. (2022). Associations between adverse childhood experiences, adolescent screen time and physical activity during the Covid-19 pandemic. Academic Pediatrics, 22(8), 1294–1299. https://doi.org/10.1016/j.acap.2022.07.007

Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493–525. https://doi.org/10.1177/0013164408323233

Sport Australia. (2021). Physical Literacy in Children Questionnaire User Guide. Australian Sports Commission. https://www.sportaus.gov.au/__data/assets/pdf_file/0009/994248/Physical-Literacy-in-Children-Questionnaire-User-Guide.pdf

Tian, Y. (2023). Measuring students’ level of physical literacy and sports engagement toward the development of a healthy lifestyle program. The Educational Review, USA, 7(7), 913–917. https://doi.org/10.26855/er.2023.07.011

Velde, G. T., Lubrecht, J., Arayess, L., van Loo, C., Hesselink, M., Reijnders, D., & Vreugdenhil, A. (2021). Physical activity behaviour and screen time in Dutch children during the Covid-19 pandemic: Pre-, during-, and post-school closures. Pediatric Obesity, 16(9), e12779. https://doi.org/10.1111/ijpo.12779

Wendling, E., Kellison, T. B., & Sagas, M. (2018). A conceptual examination of college athletes’ role conflict through the lens of conservation of resources theory. Quest, 70(1), 28–47. https://doi.org/10.1080/00336297.2017.1333437

Yang, X. J., Zhang, L. Bin, Wang, L. L., Deng, H., Li, Y. L., Zhao, R. J., Xu, J. Y., Yang, Y. C., & Zhou, S. J. (2025). Status and risk factors for depression, anxiety, and insomnia symptoms among adolescents in the post-pandemic era. BMC Public Health, 25(1), 471. https://doi.org/10.1186/s12889-025-21650-6




DOI: https://doi.org/10.17509/didaktika.v5i2.85710

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Universitas Pendidikan Indonesia

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Creative Commons License
Didaktika is licensed under a Creative Commons Attribution 4.0 International License

 

This journal is indexed by