The Relationship Between Gym Hours And Academic Achievement Essay Example

people immeasurable amounts of information and promises no matter the expanse. Particularly, the materialization of social media has become the most important involvements for a greater part of students varying from middle school to universities. Social media has started to take extra time from students that earlier was used to learn and pay attention to schoolwork and class. Students who go to gym spend lots of time on the social media trying to look for public figures who have used gym before as well as their excellence academically and in other fields (Sheard &2006). These students look for every possible fact that could make them appear like those public figures forgetting their education as the basic thing for the moment. There is a strong and noteworthy negative connection between hours spent on Facebook with general college GPA for students. A survey asking students on how much time they spend on the social media, the sum of accounts they have across diverse social Medias as well as the diverse causes other than social media for low academic performance portrays a lot regarding waste of time in these additional co-curricular activities.

Taking part in the social media displaces time from mentally demanding activities like doing coursework and learning which has negative effects on grades as well as overall GPA. Being active in the social media for activities like searching information on the subject of gym activities and public figures that take place in gyms causes mental laziness. It is clear that being on the social media sites calls for less mental efforts as compared to learning. This means that the mind is not being activated and exercised while

participating in the social media as it is during other activities. This concludes that spending time on the social media sites hinders the students academic processing or causes particular behaviors that might obstruct student’s academic accomplishment (Arum & Roksa, 2011). Activeness in the social media as well encourages reckless behaviors and might in due course lessen academic achievement. The use of social media causes external logical processing resulting in difficulties for students to maintain concentration in the class. Some people claim that using social media only uses up little time and thus not affecting the GPA but the negative relationship does not start to manifest itself until a student accumulates more and more hours per week threshold.

The more hours spent in gym the lower the GPA is given that dedication and total hardiness are considerably positively connected with academic performance. It is apparent that highly careful students are characterized as being mentally curious and might be more success oriented, reliable and persistent. Additionally, studies have shown the optimistic influence of power of endurance on undergraduates coping with college first-year stress, student modification to university life as well as student preservation (Sheard &2006). Given that hardiness is conceptualized as a combination of dedication, control and challenge, students who prefer going for gym as a way of relieving stress are considered as lacking these qualities hence the level of performance cannot be compared with those students who embrace these feature. This is for the reason that commitment optimizes those individuals who are committed to and feel deeply involved in the activities of their lives. Similarly, control reveals a longing to have an influence on the results going

on around a student no matter how difficult they are. Challenge on the other hand characterizes an exemption that life is unpredictable that change will motivate personal development and that potentially stressful conditions are assessed as exciting as well as motivating rather than threatening.

The behavioral demonstration of these three factors can be broadened to the higher education background. The restrained effect of dedication on educational performance might be demonstrated through students turning out to be more intensely involved in their schoolwork, seeing it as the best way to turn the stressing things into something appealing, worthwhile as well as important such as group discussions. As an alternative, most students prefer going to gym to carry out exercises that they think will leave them stress free forgetting that they will get back to the same class or else the same lessons that appeared difficult to them. An attitude of trying to effectively cope with a difficult situation for students rather than looking for exercises would facilitate seriousness as well as an enthusiasm to expand extra time as well as efforts to meet educational goals.

Students who are able to organize things that appear difficult to them should be able to handle their studies for instance through demonstrating good time organization, prioritizing those actions seen as most causal to academic achievement as well as taking accountability for their own education and development given that they are in that college for only a short period of time (Sheard &2006).. Attitudes reflecting challenge is supposed to moderate academic performance through offering students the chance to assess potentially demanding situations other than looking for alternatives of managing the situations with leisure’s

like the gym or the social media.
In conclusion, the more hours spent in gym the lower the GPA is because a lot of time is used either in small amounts per day or in large amounts which accumulate slow by slow. Other activities that are also seen as alternatives of the gym like the social media hinder good performance of students as they are unable to fully pay attention in class thus lowering the GPA. Students are consequently required to balance things and adhere to that which is more urgent since there are other solutions that can make them relax other than the gym or the social media which obstructs the mind far away from class.

Reference

1. Arum, R., & Roksa, J. (2011). Academically adrift: Limited learning on college campuses. Chicago: University of Chicago Press.
2. Sheard Michael and Gobly Jim (2006) Hardiness and undergraduate academic study: the moderating role of commitment university of Teesside