The interactive effect of psychological stability and shyness on motivation to participate during a high jump learning lecture for female students

Abstract

This research aims to develop a scale for (psychological stability, shyness, and participation motivation during a high jump learning lecture) and apply it to first-year female students at the College of Physical Education and Sports Sciences, Al-Muthanna University, to identify the correlational relationships and influence between (psychological stability) and (shyness), their interaction with participation motivation during the lecture, and which of these variables contributes most to participation motivation.

To achieve this objective, the descriptive approach was employed, utilizing both survey and correlational methods. The research population was defined using a comprehensive census and consisted of all first-year female students at the College of Physical Education and Sports Sciences, Al-Muthanna University, during the 2025-2026 academic year, across both morning and evening programs. The total number of students was 86.

The researchers then reviewed previous studies and relied on several scales (psychological stability, shyness, and participation motivation). A pilot study was conducted to ensure the validity of the scales and to identify any problems with their application. Following this, the main experiment was carried out. Upon obtaining the results, the researchers used the SPSS software. They concluded that both psychological stability and shyness, and their interaction, have a relationship and influence on participation motivation in lectures. They also found that psychological stability is the most significant contributor to participation motivation.