ORIGINAL RESEARCH article
Front. Psychol.
Sec. Sport Psychology
Research on the Structure and Influencing Factors of Postgraduate Students' Sense of Learning Gain in Sports Science
Provisionally accepted
- Wuhan University of Technology, Wuhan, China
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Objective: This study aimed to construct a theoretical structure of the Sense of Learning Gain (SLG)for Sports Science postgraduates, develop a standardized measurement instrument, identify its key influencing factors, and propose pathways for enhancement. Methods: Utilizing a stratified sampling method, postgraduate students from multiple provinces across China participated in an online questionnaire survey, divided into a pilot study (n=302) and a formal survey (n=306). The initial scale was developed through literature analysis and interviews. Exploratory Factor Analysis (EFA) was employed to determine the scale structure, followed by Confirmatory Factor Analysis (CFA) to test the model fit. Reliability and validity were assessed using Cronbach's α, Composite Reliability (CR), and Average Variance Extracted (AVE). Group differences were analyzed via independent samples t-tests and ANOVA, and a Structural Equation Model (SEM) was constructed to examine the influencing factors. Results: 1) The final SLG Scale for Sports Science Postgraduates comprises 25 items across three dimensions: "Tangible Gains," "Capability Enhancement," and "Emotional Fulfillment," with a cumulative variance explanation rate of 57.253%. 2) The formal scale demonstrated excellent reliability (Total α = 0.928; Subscale α: 0.753-0.925) and good structural validity (CFA: χ²/df = 2.644, RMSEA = 0.076, CFI = 0.911). 3) The overall level of SLG was relatively high (M = 3.44, SD = 0.823), with the "Tangible Gains" dimension scoring highest (M = 3.82, SD = 1.074). Significant gender (male > female, p < 0.05) and grade differences (first-year > second/third-year, p < 0.01) were observed. 4) The SEM revealed that "School Resources" (β = 0.457), "Social Environment" (β = 0.322), "Interpersonal Support" (β = 0.226), and "Personal Growth" (β = 0.196) all had significant positive effects on the SLG. Conclusion: The developed scale proves to be a reliable and valid tool for measuring the SLG among Sports Science postgraduates in China. The SLG is co-influenced by multi-level factors, and targeted optimization of the social environment, interpersonal support, school resources, and individual development can effectively enhance it.
Keywords: Influencing factors, scale development, Sense of Learning Gain, Sports Science Postgraduates, Structural validity
Received: 09 Jan 2026; Accepted: 11 Feb 2026.
Copyright: © 2026 Bao, Lu, Wang, Chen, Chen, Zheng and Qiu. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Jianjian Bao
Fen Qiu
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