ACADEMIC Resilience, Physical Education Attitude, and Sports Engagement of LGBT+ Students: An Explanatory Sequential DESIGN

Abstract

This study determined the influence of Academic Resilience, Physical Education Attitude, and Sports Engagement of Lesbian, Gay, Bisexual, and Transgender (LGBT+) students. A mixed-methods approach, specifically an explanatory sequential design, was employed to understand the academic resilience, physical education attitude, and sports engagement of LGBT+ students in Region XII using quantitative and qualitative data, which was the primary purpose of this study. The researcher surveyed purposely chosen LGBT+ students using adapted and validated survey questionnaires to obtain quantitative data. To get qualitative data, IDI and FGD with LGBT+ students of Region XII schools were chosen using snowball sampling. Results show that the levels of academic resilience, attitudes to physical education, and sports engagement were rated high among LGBT+ students. Moreover, there was a significant relationship between academic resilience and sports engagement and between physical education attitude and sports engagement among LGBT+ students in Region XII. In an individual capacity, physical education attitude is an essential predictor of sports engagement. The combined influence of academic resilience and physical education attitudes as predictors of sports engagement was a good fit for the data in this study. The standpoint of the participants revealed their agreement to the relationship between academic resilience, physical education attitude, and sports engagement of LGBT+ students, the participants. The joint display revealed the confirming-merging nature of data integration.