Author(s): NAMBA, H., KAMIMURA, A., KOMIYAMA, T., SHIMAMOTO, H., SHIMEGI, S., Institution: THE UNIVERSITY OF OSAKA, Country: JAPAN, Abstract-ID: 1850

Background and Purpose:While digital technologies such as artificial intelligence (AI) and digital transformation (DX) are increasingly being utilized in educational settings, there is growing recognition that education should also foster behavioral qualities related to physical and mental health, commonly conceptualized as non-cognitive skills. Socio-emotional skills, including traits such as conscientiousness, grit, and sense of coherence (SOC), are considered foundational competencies that influence academic engagement, well-being, and long-term life outcomes. University physical education (PE) classes provide opportunities for embodied learning, emotional experiences, and interpersonal interaction, which may contribute to the development of these skills. However, empirical evidence examining how PE classes influence socio-emotional skills and students’ sense of school adaptation remains limited. Therefore, this study aimed to clarify the impact of university physical education classes on socio-emotional skills and sense of school adaptation, both of which are included in non-cognitive skills.
Methods:The subjects were 303 students (174 males, 98 females) enrolled in a required university physical education course. The survey was conducted during the latter half of 2024, at Pre (2nd–3rd sessions) and Post (14th–15th sessions). In addition, 15 students who did not take the course in the latter half of 2025 were included as a Control (Con) group for comparative analysis. The survey instruments included measures of socio-emotional skills (Conscientiousness, Grit, SOC) and learning-related variables (Sense of School Adaptation and Subjective Benefits of Physical Education). Cluster analysis using SPSS was performed based on socio-emotional skill scores to classify students according to their psychological profiles. Subsequently, a two-factor ANOVA was conducted for each cluster and the Con group to examine time (pre–post) × group interactions.Results:Cluster analysis identified three distinct groups: (1) an Expectation group characterized by relatively low Honesty, Grit, and SOC; (2) a High SOC group with elevated SOC and average Honesty/Grit; and (3) a High Grit/High Honesty group with high Grit and Honesty and average SOC. Regarding sense of school adaptation, no significant interaction was observed in the time × cluster + Con group comparison (F(3,299)=2.04, p=0.11). In contrast, for subjective benefits derived from physical education, a significant interaction effect was observed (F(3,299)=3.00, p<0.05). The main effect of time was also significant, indicating an overall improvement in scores from Pre to Post (p<0.05). Notably, the Con group showed no improvement and demonstrated a tendency toward decline.Conclusion:In the second semester university physical education course, students were classified into three clusters based on socio-emotional skill attributes, indicating heterogeneity in psychological profiles. Participation in PE was associated with a significant increase in perceived benefits, suggesting that positive emotional experiences, mastery experiences, and interpersonal relationships cultivated in PE classes may enhance students’ recognition of learning value. Conversely, students who did not take the course showed a tendency for perceived benefits experienced in the first semester to decline over time. These findings highlight the potential role of university physical education as a meaningful context for fostering socio-emotional development and supporting students’ adaptive functioning in higher education.