Integrating academic and physical activities: Effects of camp-based learning on self-efficacy, resilience, and academic achievement

Abstract

Background Innovative approaches in higher education highlight the importance of evaluating learning environments that integrate academic and physical activities to enhance students’ self-efficacy, resilience, and academic achievement. This study examined the effects of a camp-based learning environment designed to integrate physical and academic tasks, exploring its impact on students’ self-efficacy, resilience, and academic achievement. Methods A quasi-experimental design was applied with Health and Sport Science program university students (n = 69) participating in a 10-day camp integrating structured physical activities and academic sessions. Self-efficacy was measured with the General Self-Efficacy Scale (GSES), and resilience with the Resilience Scale (RS), before and after the camp. Academic achievement was assessed using course grades from subjects completed during the camp. The Wilcoxon signed-rank test evaluated pre-post changes, linear regression explored predictors of self-efficacy and academic achievement, and structural equation modeling (SEM) assessed mediation effects. Results Students demonstrated significant improvements in Self-Efficacy (p = 0.009) and all Resilience subscales (p < 0.01) after the camp. Regression analysis indicated that Personal Competence, Self and Life Acceptance, and Academic Achievement explained 41% of the variance in Self-Efficacy (p < 0.01). SEM confirmed that Self-Efficacy mediated the relationship between Personal Competence and Academic Achievement (p < 0.001), indicating that higher personal competence indirectly contributed to better academic achievement through increased Self-Efficacy. Conclusion Participation in the 10-day camp significantly enhanced students’ self-efficacy and resilience, which in turn supported stronger academic achievement. These findings highlight the potential of structured camp-based learning environment in higher education to foster both psychological resources and academic success.