The effect of cognitive ability on academic achievement: The mediating role of self-discipline and the moderating role of planning

In this study, 572 secondary school students aged 15–18 years old stage were selected to study the effect of their cognitive ability and self-discipline and planning on academic achievement. Cognitive ability was classified into memory ability, representational ability, information processing ability, logical reasoning ability, and thinking conversion ability, and analyzed the effects of these five ability values on academic achievement. The mediating effect of self-discipline ability between cognitive ability and academic achievement was analyzed using structural equation modeling (SEM), and the moderating role of planning in the mediating effect was analyzed using planning as a moderating variable. The results showed that cognitive ability can have a significant positive effect on academic achievement, while self-discipline plays a partially mediating role between cognitive ability and academic achievement, and the moderating effect of Planning is significant in the second half of the mediating effect, i.e., the effect of self-discipline on academic achievement changes as the level of planning increases, and the mediating effect is stronger in the condition of higher planning, and the mediating model with moderating effect holds.

Introduction
According to Zhao (2017), academic achievement refers to the actual performance of students' mastery of academic knowledge and skills as demonstrated through examinations after systematic knowledge and skills learning. In the Chinese educational student evaluation system, universities usually classify students by academic achievement. Liu (2019) argued that academic achievement, especially in China's college entrance exams, determines students' future development, so studying the factors that enhance academic achievement will help each student's learning and development. Under the educational selection system that is being implemented in China, academic achievement is the measure of students' academic achievement and the most important reference factor for admission to colleges and universities.
Both cognitive ability and self-discipline have been key factors affecting students' academic achievement (Liang et al., 2020). Self-discipline has become one of the key factors governing students' academic achievement, especially since schools adopted online instruction following the outbreak of COVID-19 (Schulz, 2021). However, it is not clear the way in which cognitive ability and self-discipline work together to influence students' overall academic achievement. Also, planning, an important factor influencing academic achievement (Cao and Cao, 2004), has rarely been examined alongside cognitive ability and self-discipline for its impact on academic achievement.
In this study, the cognitive ability, self-discipline, planning, and academic achievement of high school students were studied, and a structural equation with a moderating mediating effect was constructed with self-discipline as the mediating variable and planning as the moderating variable to analyze the mediating effect of self-discipline between cognitive ability and academic achievement, and the moderating effect of planning under the mediating effect.

The effect of cognitive ability
Cognitive ability refers to the human brain's ability to store memory, process and extraction of information, includes attention, memory and logical reasoning, and thinking transformation. It is a key factor that research can consistently predict Academic Achievement (Stadler et al., 2016). Past research has centered on the direct effect of personal decent cognitive abilities of students on Academic Achievement (Kuncel et al., 2004;Miriam et al., 2011). Rohde and Thompson (2007) concluded that cognitive ability can directly affect academic achievement with a correlation of 0.38. Ian et al. (2006), in a study of over 70,000 British students A 5-year follow-up study found a correlation between cognitive ability and academic achievement of 0.81. Grass step-by-step analysis through multivariate analysis obtained that logical reasoning skills can significantly affect students' performance in science and chemistry (Grass et al., 2017). Liu et al. (2021) measured the cognitive abilities of spatial imagination, computation, and information processing in 499 Chinese children and teamed up to analyze the association between students' academic achievement in mathematics and Chinese for two consecutive school years and found significant correlations between visualspatial imagination, computation, and information processing abilities and academic achievement. Most such previous studies have examined the single effect of cognitive ability on academic achievement at the individual student level (Kuncel et al., 2004;Miriam et al., 2011). In addition, the above findings support the knowledge process theory (Deary et al., 2006;Xu and Li, 2015), which concludes that when students' cognitive abilities are high, they are able to encode key information more quickly and accurately in memory, thus enabling the brain to output more and more effective information, resulting in better academic achievement on exams (Liu and Wang, 2000;Zhang and Zhang, 2011). Conversely, at lower levels of cognitive ability, some knowledge is missed in the knowledge process, which further reduces effective information output and leads to lower academic achievement (Miriam et al., 2011). These findings also support the results of previous analyses indicating that cognitive ability usually contributes significantly to academic achievement.
Although there is a significant relationship between cognitive abilities and Academic Achievement, existing research is difficult to model the effect of cognitive abilities on Academic Achievement. In fact, in terms of student learning, cognitive abilities are very important in students' learning activities, and it is not only about different cognitive abilities, but also relates to the ways in which these different abilities function together (David, 2005). There are many controversies about the pattern of influence of cognitive ability on Academic Achievement in different studies (Formazin et al., 2011). Zhang (2008) found that logical reasoning ability (LRA) had a correlation coefficient of about 0.3 with Chinese and mathematics scores, while thinking transformation ability (TCA) had no significant correlation with scores in these two subjects. However, Xu and Li (2015) found a significant correlation between thinking transformation ability and performance in these two subjects. These results suggest that the complex role of cognitive ability is difficult to reveal comprehensively and systematically when only the effect of a single cognitive factor on Academic Achievement is examined.
Through the research of many scholars, we can find that the effect of students' cognitive ability on academic achievement is significant, but the complex mechanisms of their influence remain very ambiguous. The importance of cognitive abilities in students' learning activities is only reflected in the researcher's predetermined scope of investigation, which contains one or more cognitive abilities specific to the researcher, while outside the scope of investigation, these cognitive abilities still operate in an unpredictable manner (David, 2005), thus, scholars still do not reach a consensus on why cognitive abilities affect academic achievement due to the inconsistent scope of investigation of students' cognitive abilities (Formazin et al., 2011).
In addition, Past research has tended to examine the impact of a single cognitive ability, while research under the combined influence of multiple cognitive abilities is lacking. Therefore, in this study, according to classification of cognitive abilities by Wo and Lin (2000) and Liang et al. (2020), these researchers conducted numerous studies and explored five categories of cognitive abilities, namely, information processing, logical reasoning, working memory, thought transformation, and representation, getting scientific and valid conclusions and summarizing the test methods for different cognitive abilities. Specifically, they developed a software system to measure these five cognitive abilities, which has measured more than 2 million students in mainland China, and obtained normative data applicable to measure the cognitive ability of students in mainland China at this stage. This cognitive ability assessment system has been fully tested for its reliability and validity, and can assess students' cognitive ability very accurately. In addition, the Chinese invention patent of this cognitive ability assessment system has been obtained by Wo (2010). Therefore, this study explored the specific effects of different cognitive abilities on academic achievement and proposed the following hypotheses.
Hypothesis 1: Cognitive ability can positively predict students' academic achievement.

The mediating role of self-discipline
Many studies are generally agreed by researchers that cognitively competent students have better Academic Achievement (Kuncel et al., 2004;Miriam et al., 2011;Stadler et al., 2016). However, there are several other researchers' studies that suggest that cognitive ability is only one of many determinants of high academic achievement of students (Shao, 1983). Several studies find that self-discipline is also a factor that influences how well students achieve academically, and self-discipline is the ability of students to manage their selfperceptions, emotions, and behaviors consciously according to learning requirements or their own goal expectations without external supervision or restrictions (Xie, 2009). Dai (2013) examined the correlation between self-regulation, emotional stability, and academic achievement and found a significant positive relationship between self-discipline and academic achievement. Duckworth and Seligman (2010) used American eighth-grade students as studied the effect of self-regulation on academic achievement and found that self-regulation had a positive effect on student achievement. Zhao (2017) found that self-discipline significantly predicted academic achievement in upper elementary school students. Wang (2003) designed his own self-discipline questionnaire and surveyed 885 middle to high school students in Shanghai and showed that self-discipline was a significant positive predictor of academic achievement. Many previous studies have shown a significant positive correlation between students' self-discipline and academic achievement. However, the mechanism by which self-discipline affects academic achievement remains unclear.
Cognitive ability and self-discipline are both independent and interrelated elements of individual students' psychology (Li and Zhang, 2015), since cognitive ability and self-discipline are indicators of different dimensions of students in the learning process, many scholars have different opinions about their relevance (James et al., 2006). Most studies have concluded that the correlation between self-discipline and cognitive ability is small, and therefore, cognitive ability and self-discipline are often used as independent variables affecting students' academic achievement (Roemer et al., 2022); however, some scholars have argued that cognitive ability and self-discipline influence each other (Borghans et al., 2008), and Ruffing, in conducting an analysis of factors influencing academic achievement, found that both cognitive ability and self-discipline can significantly and positively influence academic achievement, and that cognitive ability and self-discipline have a correlation (Ruffing et al., 2015).
In recent years, the correlation relationship between cognitive ability and self-discipline has received more attention, and some researchers have used long-term follow-up survey data to confirm the influence relationship between cognitive ability and self-discipline both theoretically and empirically, and found that cognitive ability can significantly influence self-discipline (Heckman et al., 2018). Self-discipline enables students to focus more on tasks and achieve better academic achievement (Nesayan et al., 2018). Therefore, the following hypotheses were formulated in this study.
Hypothesis 2: Self-discipline mediates the relationship between cognitive ability and academic achievement.

Moderating effect of planning
Planning is the psychological and behavioral characteristics of an individual's use of time and has a multidimensional and multilevel psychological structure . Planning can directly affect students' motivation, effort, thought processes and mental processes. Wang (2007) found that planning has a significant effect on the academic achievement of secondary school students. Good planning can better achieve the balance between wanting to learn and personality (Mirzaei et al., 2012), control and arrange their study and life rationally, and improve academic achievement (Li et al., 2016). Cao and Cao (2004) found that the ability to manage and organize time effectively greatly influenced the academic achievement of high school students through a study of their planning. Further research on the relationship between planning and students' academic achievement found that planning had some predictive power on academic achievement, but it was only modeled from a singlefactor perspective, without further research on multi-factor modeling .
After considering cognitive abilities and personality traits, it was found that planning does not directly affect academic achievement, but rather acts as a moderator between academic achievement. Claessens et al. (2010) argued that although planning is related to academic achievement, the extent and form of its effect is not in a direct manner. Meanwhile, Claessens found, after a study, that planning, although it can generate a sense of control over time, only moderates academic achievement, because planning was related to factors such as cognitive variables and personality differences, the study found that there was no significant positive relationship between planning and academic achievement (Claessens et al., 2007). In addition, Macan (1994) proposed a time management process model based on an emphasis on task execution mechanisms (time planning, scheduling) and learning goals, and argued that planning as a latent variable moderates learning attitudes within learners.
In terms of self-discipline theory, planning regulates the implementation of individual goals and tasks, and effort management, including perseverance in performing tasks and self-motivation, ensures that goals are accomplished. Malte et al. (2009) also suggest that students regulate their own efforts through planning to achieve better performance. Studies have found that planning is a personality disposition that reflects or regulates cognitive activity (Dickson, 1981) and is a regulation of cognition. Cognitive activities can directly enable cognitive subjects to make progress in cognitive activities; whereas planning can only indirectly make progress in cognitive activities through the regulation of cognitive activities (Wang, 1999). Meanwhile, cognitive theory suggests that cognitive processes determine the production of emotions and behaviors, and changes in emotions and behaviors can also affect cognitive changes (Li, 1999). Based on the above findings, it is hypothesized that planning moderates the effect of cognitive ability on academic achievement when it affects academic achievement.
In addition, laxity in planning is the most obvious external manifestation of academic procrastination (Wu et al., 2014), which is often caused by individuals' inability to control their own behavior and their inability to plan their time rationally, thus leading to lower learning efficiency and affecting academic achievement. Self-discipline is a stable and reliable personality trait, but self-discipline is a manifestation of students' internal self-discipline, which cannot be mapped to the external study plan, and the lack of a scientific and reasonable study plan can also lead to academic procrastination and reduce study efficiency. For example, Fang and Wang (2003) found that there was no significant difference in self-discipline between students with good academic achievement and students with poor academic achievement, but there were significant or highly significant differences in five dimensions of time management: conceptual, planning, strategic, integrated, and immediate. Based on the above studies, it is hypothesized that planning moderates the effect of self-discipline on academic achievement when it affects academic achievement. It is hypothesized that planning moderates the effect of self-discipline on academic achievement.
Therefore, this study hypothesizes that self-discipline mediates between cognitive ability and academic achievement, and that planning moderates the mediating effect of selfdiscipline between cognitive ability and academic achievement, and proposes the following research hypothesis.
Hypothesis 3: planning can positively moderate the effect of cognitive ability on self-discipline.
Hypothesis 4: Planning can positively regulate the effect of self-discipline on academic achievement.
Hypothesis 5: planning can moderate the mediating role of self-discipline ability between cognitive ability and academic achievement.
The main research relationships of the structural equation model are shown in Figure 1.

Participants
The ethical examination of this study was approved by the Research Ethics Committee of the School of Humanities and Social Sciences, University of Science and Technology Beijing, and the study was conducted in accordance with the regulations for the protection of human subjects. This study selected 572 students as samples, all aged 15-18 years old, As shown in Table 1.

Procedure
Both the cognitive ability, Self-discipline and Planning measures in this research were conducted on campus. The students who took the test were organized by staff and tested in a separate classroom. The entire test lasted for 2 h.
Structural equation models were developed based on the obtained students' cognitive ability, self-discipline, planning ability, and academic achievement, and composite achievement models and sub-subject models were developed for Chinese, mathematics, and English, respectively. Each model was first tested for common method bias in the analysis process, and then the fit of the model was tested according to the CFA test procedure. When all tests were passed, the mediating effect analysis process with moderation was followed by first bringing cognitive ability, self-discipline and planning ability into the Frontiers in Psychology 04 frontiersin.org structural equation model to see the model fit, then bringing the interaction term of planning on cognitive ability and selfdiscipline ability into the model to compare whether the model fit was optimized, and finally testing the mediating effect of selfdiscipline ability with the bootstrap method and analyzing the planning with the simple slope test moderation effect.

Measures Cognitive ability
A stimulus-informed cognitive ability system designed by Wo (2010) was used for the cognitive ability test. The stimulus information cognitive ability value test system adopts the world's leading EEG ultra-low frequency fluctuation analyzer and ASL504/501 eye movement instrument as the basic research means, from the brain mechanism of individual psychological development, combining laboratory experiments and field experiments, using subtractive reaction time and additive reaction time (accurate to nanoseconds), microgenetics and other techniques, and adopting the form of microcomputer manual operation. The discriminative power and accuracy of the test results were greatly improved, and the accumulated sample norms of more than 2 million people were used to make the individual quantitative indicators of the subjects comparable with their peers.
The test questions of information processing ability include three parts: image selection response, graphic comparison response, and image matching response. Test questions for memory ability included two parts: Number forward and reverse memory and image matching response. Test questions of expressive ability include three parts: Spatial image manipulation, spatial image reasoning, and spatial image comparison. The test question of thought conversion ability is text-image matching test. The test questions for logical reasoning ability are conceptual reasoning and logical method reasoning.
The cognitive accuracy of the tested students was obtained by statistical methods, and their corresponding cognitive ability values were quantified and the quantified values were converted into T-scores to obtain the final cognitive ability values of the tested students. The final cognitive ability values contain five ability values: MA, LRA, RA, IPA, and TCA. The test method has been patented as an invention, and the sample size of the general test exceeds 2 million. The values of students' cognitive abilities obtained from the test were normally distributed with a range of trends of ± 50 centered at 100, with high discriminant validity. The Cronbach's alpha of the test ranged among 0.80-0.90.

Self-discipline
This study used the Self-discipline Scale designed by Zhang et al. (2005) for secondary school students. The scale has six questions on self-discipline. The positive questions were evaluated on a 5-point Likert scale: 5 (very much the same), 4 (comparatively the same), 3 (uncertain), 2 (relatively different), and1 (very different)-this test will test the score of each item. For example, the scores for each item of self-discipline were recorded as A1 to A6, where A4 was the reversescored questions. The total score for self-control was then A = (A1 + A2 + . . .. . . + 6)/6. The calculated total score is then converted into a Z-score based on the mean and standard deviation, and then the Z-score is converted into a T-score with a mean of 50 and a standard deviation of 10, then the T-score is the value of the test student's self-discipline ability. The Cronbach's alpha coefficients for the dimensions ranged from 0.60 to 0.93, with a validity of 0.91 and a test regression reliability of 0.85.

Planning
The planning scale was designed by Huang and Zhang (2001). The scale uses a 5-point Likert scale: 5 (very much the same), 4 (comparatively the same), 3 (uncertain), 2 (relatively different), and1 (very different). There were 24 questions. After assessing the students, the corresponding planning values were obtained by accumulating the scores of each question and converting them into T-scores as the values of students' planning. The Cronbach's alpha coefficients for the dimensions was 0.88.

Academic achievement
In the current research, in order to reduce the influence due to the level of students' test performance, the average of the students' four test scores in the semester when the cognitive ability was tested to be worthy was used as the academic score for each subject, and the raw scores were standardized (scores were assigned according to levels, with the highest score being 100 and the lowest being 0. In this study, three subjects, Chinese, Math and English, were selected for the study, and the composite academic score was the sum of the three subject's total scores.

Data analysis
This study first analyzed the correlations between cognitive ability, Self-disciplines, planning, and academic achievement, and then analyzed the mediating role of s self-disciplines and the moderating effect of planning using structural equation modeling according to the moderated mediating utility modeling procedure proposed by Wen and Ye (2014), and analyzed the pattern of the moderating role through a simple slope test. SPSS 25.0 and Mplus 8.3 software were used to analyze the data.

Common method deviation test
The Harman one-way test was used to statistically control for common method bias, and the items of all variables were subjected to unrotated principal component factor analysis (Podsakoff et al., 2003), and an exploratory factor analysis of three variables (cognitive ability, Self-disciplines and planning) was conducted. According to the results, the three factors had eigenroots greater than 1 after factor rotation, with the first factor explaining 29.74% of the variance (less than 40% of the critical value) .

Descriptive and bivariate analyses
The structural equation modeling was used in this study to examine the effects of cognitive ability, self-discipline, and planning on academic achievement, and the results are shown in Table 2. Cognitive ability, Self-disciplines, planning, and academic achievement all showed significant positive correlations. For more data, see Supplementary material.

Measurement model check
An exploratory factor analysis was required to check the quality of the model before conducting a moderated mediated effects analysis. This study included one latent variable, namely cognitive ability, and two explicit variables, self-discipline and planning. The results of the test showed a good fit of the model with χ 2 (7) = 12.092, CFI = 0.992, TLI = 0.983, SRMR = 0.018, RMESA = 0.050, 90% CI = [0.013, 0.086], indicating that the fitted indicators were within the normal reception range. Table 3 also shows that the latent variable indicators have significant standardized loadings on the corresponding factors (p < 0.001).

Moderating model checking
In this study, structural equation modeling was used to examine the effects of cognitive ability, self-discipline, and planning on academic achievement, and the results are shown in Figure 2. The effects of cognitive ability on academic achievement, the mediating role of self-discipline, and the moderating role of planning were analyzed according to the mediated modeling process with regulation proposed by Wen and Ye (2014).

Model 1: Impact on comprehensive academic achievement
Referring to the steps of analysis of mediated model with moderation summarized by Wen and Ye (2014) and combined with the hypotheses of this study, Cognitive ability (X), Selfdiscipline (W), Comprehensive Academic achievement (Y), and Planning (U) were used as variables. In addition, all indicators were standardized to reduce the effect of multicollinearity. First, a direct effect model was developed with Cognitive ability(X) as the independent variable and Comprehensive Academic achievement(Y) as the dependent variable, and the direct effect was tested to see if it was moderated by Planning(U). The results show that the model without the interaction term fits well:  between Self-discipline (W) and Planning (U) can significantly predict Comprehensive Academic achievement (Y) (b2 = 0.104, p < 0.05), 95% CI = [0. 034, 0.191]. In addition, 95% CI for a1b2, a3b1, and a3b2 were calculated using the Bootstrap method and were [0.016, 0.078], [-0.014, 0.050], and [0.000, 0.001], respectively, with only 95% CI for a1b2 not containing 0. Thus, it is evident that the Self-discipline in the mediating effect between cognitive ability and comprehensive academic achievement was significant (mediating effect = 2.884, SE = 0.398, p < 0.001, 95% CI = [2.148, 3.706]), while the discipline was moderated by Planning in the second half of the mediating effect, the effect of Self-discipline on comprehensive academic achievement varied with the level of planning; the first half of the mediating effect of Self-discipline was not moderated by planning. Hypotheses 2 and 4 are valid, but hypothesis 3 is not.
To further explore the moderating effect of Planning, students were divided into "high/low Planning groups" using a positive/negative one standard deviation boundary for Planning. The simple slope test (see Figure 3) showed that Selfdiscipline was a significant positive predictor of Comprehensive Academic achievement in the "high Planning group" (β = 1.874, p < 0.001); in the "Low Planning group, " although the predictive effect was still significant (β = 1.846, p < 0.001), it was weaker Frontiers in Psychology 08 frontiersin.org than in the "High Planning group." In addition, when the process of mediation is moderated, it is required to test whether the mediating effect varies with changes in the moderating variable U, as suggested by Edwards and Lambert (2007), which is to take the value of one standard deviation above and below the mean of U (standard UH = 1, UL =-1) to determine whether there was a difference in the mediating effect between the two groups. In the high planning group, the mediating effect of self-discipline was 2.906, 95% CI = [2.162, 3.732]; in the low planning group, the mediating effect of self-discipline was 2.862, 95% CI = [2.128, 3.681]; the comparison mediating effect was significant (p < 0.01), 95% CI = [0.016, 0.078]. This indicates that the mediation effect is stronger in the higher Planning condition and the mediation model with moderation is validated. Hypothesis 5 is valid.

Model 2: Impact on Chinese academic achievement
Referring to the steps of analysis of mediated model with moderation summarized by Wen and Ye (2014) and combined with the hypotheses of this study, Cognitive ability (X), Self-discipline (W), Chinese Academic Achievement (Y), and Planning (U) were used as variables. In addition, all indicators were standardized to reduce the effect of multicollinearity. First, a direct effect model was developed with Cognitive ability(X) as the independent variable and Chinese Academic Achievement (Y) as the dependent variable, and the direct effect was tested to see if it was moderated by Planning(U). The results show that the model without the interaction term fits well: χ 2 /df = 4.63, CFI = 0.914, TLI = 0.867, RMESA = 0.118, and SRMR = 0.056. For the mediated model with the interaction term, AIC = 73863.031, compared to the AIC value of the baseline model (74568.601), which is reduced by 705.570, indicating that the mediated model with adjustment has improved compared with the baseline model; At the same time, For the mediated model with the interaction term,Log Likelihood = -36888.516, which is 360.785 higher than the Log Likelihood of the baseline model (-37249.031), that is, the value of -2LL is 360.785, the degree of freedom of the model is increased by 8, and the chi-square test of -2LL value is significant (p < 0.05), so the mediated model with adjustment fits better than the baseline model.

Model 3: Impact on Mathematics academic achievement
Referring to the steps of analysis of mediated model with moderation summarized by Wen and Ye (2014) and Structural equation modeling results diagram (Chinese Academic Achievement). MA, Memory ability; IPA, Information processing ability; RA, Representation ability; LRA, Logical reasoning ability; TCA, Thinking conversion ability. * p < 0.05, * * p < 0.01, * * * p < 0.001.   In addition, 95% CI for a1b2, a3b1, and a3b2 were calculated using the Bootstrap method and were [0.002, 0.011], [-0.005, 0.022], and [0.000, 0.000], respectively, with only 95% CI for a1b2 not containing 0. Thus, It is clear that the mediating effect of selfdiscipline between cognitive ability and academic achievement in mathematics was significant [mediating effect = 0.279, SE = 0.130, p < 0.05, 95% CI = (0.001.0.518)], while the discipline's mediating effect was moderated by planning in the second half, the effect of Self-discipline on Mathematics Academic achievement varied with the level of Planning; the first half of Self-discipline's mediating effect was not The first half of the mediating effect of Self-discipline was not moderated by Planning.

Frontiers in
To further explore the moderating effect of Planning, students were divided into "high/low Planning groups" using a positive/negative one standard deviation boundary for Planning. The simple slope test (see Figure 6) showed that the positive predictive effect of Self-discipline on Mathematics Academic achievement was significant in the "high Planning group" (β = 0.793, p < 0.001); in the "Low Planning group, " although the predictive effect was still significant (β = 0.775, p < 0.001), it was weaker than in the "High Planning group." In addition, when the process of mediation is moderated, it is required to test whether the mediating effect varies with changes in the moderating variable U, as suggested by Edwards and Lambert (2007), which is to take the value of one standard deviation above and below the mean of U (standard UH = 1, UL = -1) to determine whether there was a difference in the mediating effect between the two groups. In the high planning group, the mediating effect of self-discipline was 0.282, 95% CI = [0.001, 0.524]; in the low planning group, the mediating effect of self-discipline was 0.276, 95% CI = [0.002, 0.513]; the comparison mediating effect was significant (p < 0.05), 95% CI = [0.001, 0.017]. This indicates that the mediation effect is Simple slope test (mathematics academic achievement). Psychology  12 frontiersin.org stronger in the higher Planning condition and the mediation model with moderation is validated.

Model 4: Impact on English academic achievement
Referring to the steps of analysis of mediated model with moderation summarized by Wen and Ye (2014) and combined with the hypotheses of this study, Cognitive ability (X), Self-discipline (W), English Academic achievement (Y), and Planning (U) were used as variables. In addition, all indicators were standardized to reduce the effect of multicollinearity. First, a direct effect model was developed with Cognitive ability(X) as the independent variable and English Academic achievement(Y) as the dependent variable, and the direct effect was tested to see if it was moderated by Planning(U). The results show that the model without the interaction term fits well: χ 2 /df = 4.64, CFI = 0.911, TLI = 0.861, RMESA = 0.118, and SRMR = 0.058. For the mediated model with the interaction term, AIC = 74024.164, compared to the AIC value of the baseline model (74728.602), which is reduced by 704.438, indicating that the mediated model with adjustment has improved compared with the baseline model; At the same time, For the mediated model with the interaction term,Log Likelihood = -36969.082, which is 360.219 higher than the Log Likelihood of the baseline model (-37329.301), that is, the value of -2LL is 360.219, the degree of freedom of the model is increased by 8, and the chi-square test of -2LL value is significant (p < 0.05), so the mediated model with adjustment fits better than the baseline model.
Cognitive ability was a positive predictor of English Academic achievement (β = 0.274, p < 0.001), 95% CI = [0.178, 0.363]; the interaction term of Cognitive ability and Planning was a non-significant predictor of English Academic achievement (β = 0.088, p < 0.01), 95% CI = [-0.022, 0.175], contains 0. This indicates that the direct relationship between Cognitive ability and English Academic achievement is not moderated by Planning of moderation.
Second, the effect of Cognitive ability (X) on English Academic achievement (Y) through Self-discipline (W) was tested to see if it was moderated by Planning (U), and the results are shown in Figure 7. The data show that the model fit index is well: χ 2 /df = 5.03, CFI = 0.902, TLI = 0.848, RMESA = 0.124,

FIGURE 7
Structural equation modeling results diagram (English Academic Achievement). MA, Memory ability; IPA, Information processing ability; RA, Representation ability; LRA, Logical reasoning ability; TCA, Thinking conversion ability. * p < 0.05, * * * p < 0.001. and SRMR = 0.059. For the mediated model with adjustment including the interaction term, AIC = 66061, 794, compared to the AIC value of the baseline model (74588.633), which is reduced by 8526.839, indicating an improvement of the mediated model with adjustment compared to the baseline model; meanwhile, the Log Likelihood of the mediated model with adjustment = -32987.897, compared to the Log Likelihood of the baseline model (-37258.317), increased by 4270.420, which means that the -2LL value is 4270.420, The increase in the degrees of freedom of the model is 8, and the chi-square test for the -2LL value is significant (p < 0.05), so the mediated model with adjustment fits better than the baseline model.  -0.035, 0.164]; the interaction term (UW) between Selfdiscipline (W) and Planning (U) cannot significantly predict English Academic achievement (Y) (b2 = 0.047, p = 0.179), 95% CI = [-0.022, 0.117]. In addition, 95% CI for a1b2, a3b1, and a3b2 were calculated using the Bootstrap method and were [-0.001, 0.011], [-0.004, 0.018], and [0.000, 0.000], respectively, 95% CI containing 0. Thus, it can be seen that Self-discipline in Cognitive ability and English Academic achievement was significant [mediating effect = 0.266, SE = 0.096, p < 0.01, 95% CI = (0.068.0.452)], but the moderating effect of Planning was not significant.

Discussion
The direct impact of cognitive ability In China, the high school level is the best time for students to develop their cognitive abilities, and the intensive learning difficulty and frequent examinations also help students to further improve their cognitive abilities while demonstrating the important role of cognitive abilities in academic achievement. At the high school level, the impact of different types of cognitive abilities on Academic Achievement varies across subjects (Zuo and Wang, 2016;Liang et al., 2020).
IPA (information processing ability) mainly refers to students' ability to comprehend information after obtaining it through reading and listening, and is closely related to students' classroom efficiency. Students with higher IPA ability can fully understand and master what teachers teach in class and quickly construct their own knowledge system, thus improving their knowledge mastery and achieving better academic achievement in exams (Yuan and Wen, 2003). The effects of IPA on academic achievement in Chinese and mathematics are comparable because, under the current testing system in China, mathematics exams increase students' ability to read and extract key information and focus more on their thinking skills, while Chinese exams also increase the amount of reading and require students to have a high IPA to achieve better academic achievement (Lin, 2021). The impact of IPA on academic achievement in English is weaker than that in Chinese and mathematics because the current test focuses on the vocabulary range of students in English, and less on the deeper reading and thinking skills than in Chinese.
TCA (Thinking Conversion Ability) refers to the student's active thinking in the learning process to understand knowledge, mainly in the speed and accuracy of thinking conversion, therefore, this ability can facilitate learning in various disciplines, especially in mathematics, where students with high TCA ability can more easily summarize existing knowledge and expand new thinking and skills in the problem solving process, and to make analogies in similar problems, thus improving the accuracy of solving novel and difficult problems, and thus improving their academic achievement (Liu, 1988).
MA (memory ability) mainly refers to students' long term memory ability. the stronger the MA ability value, the more students can remember knowledge quickly and retain it over time (Liang et al., 2020). In addition, MA can interact with IPA to grasp more reading information through memory ability, which leads to faster comprehension of information during reading and significantly improves students' reading ability, which is especially evident in reading comprehension questions in English and Chinese exams. As a result, academic achievement is also better among students with stronger MA proficiency values (Yu et al., 2014).
LRA (Logical Reasoning Ability) includes both inductive and deductive reasoning types. Recently, higher education entrance examinations in China have begun to focus on students' reasoning ability, which is also reflected in the addition of a large number of logical reasoning questions in Chinese and English subjects (Hu, 2017); therefore, LRA also has a significant positive impact on academic achievement in Chinese and English examinations.
RA (representational ability) is a key cognitive ability that can effectively help students understand mathematical spatial imagery-like knowledge content (Shao et al., 2004). Also, RA can stimulate associative memory by forming images in students' minds during the process of reciting knowledge related to Chinese and English, thus making students' memory of knowledge stronger and longer lasting, and thus improving academic achievement (Lin et al., 2003).

The mediating role of self-discipline
The present study showed that self-discipline partially mediates the relationship between cognitive ability and Academic Achievement. Self-discipline is a behavioral habit, and self-management is the essence of self-discipline. Self-discipline follows certain principles and norms and relies on the student's own willpower to accomplish the desired goal's behavioral ability without supervision (Liu, 2020).
A higher level of self-discipline means that students are more able to concentrate and resist external temptations during the learning process, which can help them be more effective in their studies. Especially for high school students, the higher the value of self-discipline, the better they can make the most of their time, the more efficient and independent thinking they can do, thus improving their understanding and mastery of knowledge and leading to improved academic achievement. In addition, according to the teaching schedule in Beijing, school ends at 16:30 every afternoon and students manage the rest of the day by themselves. Students with high self-discipline can fully and rationally use their time, thus consolidating what they have learned, improving their understanding and mastery, and achieving better overall academic results in academic exams.
The stronger the cognitive ability of students, the more efficient students are in their studies, the more focused they are in their studies, and the more likely they are to achieve a sense of academic achievement (Wang, 2011). Therefore, the stronger the cognitive ability of students, the easier it is to immerse themselves in learning, the more willing they are to learn actively and positively, and the more able they are to customer service external temptations, thus continuously improving their selfdiscipline. When students encounter difficulties and challenges in learning, students with strong cognitive ability have stronger creative thinking ability, such as TCA, RA, and LRA, which can help students solve problems more quickly and efficiently, thus allowing students to stay focused on learning and develop strong self-discipline (Wo and Lin, 2000); when students' learning is disturbed by the outside world, students with strong cognitive ability This helps students to resist loose learning behaviors and develop stronger self-discipline, so that they can devote more time and energy to their studies, improve their learning efficiency, and enhance their academic achievement (Zheng and Zhang, 2021).
Specifically, self-discipline plays a partially mediating role in overall academic achievement, with a mediating role of 0.263 and a mediating effect of 38.3%; in Chinese academic achievement, self-discipline plays a partially mediating role, with a mediating role of 0.105 and a mediating effect of 27.1%; in mathematics academic achievement, self-discipline plays a partially mediating role, with a mediating role of 0.157 and a mediating effect of The mediating effect of self-discipline in English academic achievement was partially mediated by 0.134, with a mediating effect of 49.8%. As can be seen, the mediating effect of self-discipline is more pronounced in mathematics and English subjects, which is because the examinations of mathematics subjects pay more attention to the assessment of students' thinking ability, which requires students to think and train for a long time, especially in TCA and LRA, which require students to improve and show these abilities in a long time and highly focused learning process, so for students with strong cognitive ability, the therefore, for students with strong cognitive abilities, the stronger their self-discipline and the longer they focus during the examinations, the more they can show the characteristics of their TCA and LRA abilities, and the more they can achieve better academic results during the examinations. In addition, in the English subject test subjects, the effect of the mediating role of self-discipline in multiple English subjects also appears to be prominent as the test questions become increasingly important in assessing students' thinking over and above the assessment of mastery of basic knowledge (Lin, 2021) with the advancement of Chinese test reform.

The moderating mediating role of planning
The present study found that planning moderates the second half of academic achievement by influencing academic achievement. Specifically, students with high plannings were more likely to affect academic achievement through cognitive ability compared to students with low plannings, and hypotheses 4 and 5 were tested. Furthermore, in contrast to our expectations, planning did not moderate the direct effect of cognitive ability and the first half of the mediating effect.
The moderating effect of planning was significant in the second half of the mediating effect. planning is an important component of an individual's self-regulated learning strategy, and as a personality trait, it can stimulate factors such as an individual's motivation to learn and the ability to selfregulate learning activities, thus facilitating the accomplishment of learning goals (Cao and Cao, 2004), and students who perceive themselves as having a better command of time In addition, the stronger a student's planning is, the better the student's ability to manage time, which is a guarantee of high learning effectiveness and high academic achievement (Wang, 2003).
In the first half of the mediating effect, the moderating effect of planning is not significant. The reason for this is that in the stage of influence of cognitive ability on self-discipline, it is mainly through the sense of academic achievement and academic self-confidence built up by cognitive ability that positively influences self-discipline and thus obtains better positive feedback, and this sense of academic achievement does not change with the adjustment of academic plan, so planning is not significant in regulating the influence of cognitive ability on self-discipline.
Also, among the subject-specific subjects, the moderating effect of planning was significant among academic achievement in mathematics, but not in Chinese and English. This is because for mathematics subjects, learning requires more rigorous logical arrangement and reasonable time security in order to fully understand and digest the knowledge learned and to improve one's thinking ability, so as to improve academic achievement in mathematics. In contrast, Chinese and English subjects are more important to the accumulation of daily knowledge, which requires students to persist for a long time to see the effect, which is not related to the planning of learning arrangements (Lin, 2021), so the moderating effect of planning is not significant.
In addition, the simple slope test revealed that when selfdiscipline is low, students with low planning ability perform better than students with high planning ability; when selfregulation is high, students with high planning ability perform better than students with low planning ability. This is due to the fact students with weak self-discipline, the stronger their planning ability and the more reasonable their time planning, the more likely they are to put pressure on themselves, which leads to weak execution ability and the inability to complete the planned study tasks, thus leading to lower and lower academic achievement. In contrast, when self-discipline is high, the stronger the planning ability and the more reasonable the time planning arranged, the more it helps students to improve their learning efficiency and give full play to their cognitive ability, thus excelling in academic achievement.

Limitations and future directions
In this study, only the external influences caused by two of the personality traits, self-discipline and planning, were considered in the analysis of the influence of cognitive ability on sustained academic achievement; similarly, the influence of other psychological states of the students on cognitive ability and academic achievement was not considered in the analysis. In addition, one of the most prominent limitations of this study is the small sample size and the single range of students investigated. To further enhance the credibility of the study results, more schools in other Chinese provinces should be selected for study and comparison. Future research could focus on this area to obtain more valuable findings.

Conclusion
This study used structural equation modeling to analyze the moderating effect of panning on the mediating effect of self-discipline on the relationship between cognitive ability and academic achievement. The results showed that cognitive ability can have a significant positive effect on academic achievement, while self-discipline plays a partially mediating role between cognitive ability and academic achievement, and the moderating effect of Planning is significant in the second half of the mediating effect, i.e., the effect of self-discipline on academic achievement changes as the level of planning increases, and the mediating effect is stronger in the condition of higher planning, and the mediating model with moderating effect holds.

Data availability statement
The original contributions presented in this study are included in the article/Supplementary material, further inquiries can be directed to the corresponding author.

Ethics statement
The studies involving human participants were reviewed and approved by the Research Ethics Committee of the School of Humanities and Social Sciences, University of Science and Technology Beijing. Written informed consent to participate in this study was provided by the participants or their legal guardian/next of kin.


High school students on reasons for absenteeism in physical education classes

Theaim of the study was an attempt to diagnose the phenomenon of absenteeism in PE lessons of high school youth.Thesurvey included 51 randomly selected students aged 14-18 from a selected high school in Lodz. The research was carried out on the basis of the diagnostic survey method and the survey technique, while the research tool was a questionnaire constructed for the needs of the pilot studies, containing closed, semi-open and open questions The results of the research were subjected to statistical analysis, determining the significance of differences using the chi-square test. The research results indicate that girls (36,7%) less often and less willingly participate in PE lessons than boys (66,7%). The main reasons for absenteeism from physical education lessons are the teacher's approach and the way of conducting classes (7,9%); lack of awareness and knowledge of the benefits of physical activity (31,4%); lack of encouragement to take up physical activity on the part of relatives and the teacher (8%), and shame caused by the appearance of the body (13,5%).

Introduction
Physical education has been accompanying man for hundreds of years. It has countless health values (hardening the body, increasing the body's efficiency, correcting posture defects and preventing them, improving immunity, strengthening muscles, maintaining proper metabolism and body weight) and educational values (shaping the fair play attitude, which ensures comprehensive and even mental and ethical development, moral, social and emotional). In addition, its task is to prepare people for active participation in physical culture and counteract civilization diseases related to the sedentary lifestyle.
"Showing and emphasizing the valuable values of physical and health culture is a chance for them to become the main element of a healthy lifestyle for the whole society (...) Lack of regular physical activity to which a person has been phylogenetically adapted, along with other unfavourable health behaviours, e.g. excessive supply of food, results in an avalanche increase in the incidence of overweight and obesity, metabolic syndrome and a whole range of diseases, the so-called civilization. Systematic physical activity plays an important role in preventing the epidemic of overweight and obesity, as well as in the prevention of cardiovascular diseases, metabolic diseases, and possibly also cancer. In the face of the above threats, it is reasonable for a high level of physical and health education to be an integral part of our everyday life, at any age" [3].
Unfortunately, it is noticed that young people participate in physical education lessons less and less. This is confirmed by "data from studies conducted in 2013 and 2014 in the group of children and adolescents (aged 10-17) from all over Poland which indicate that a significant percentage of students do not participate in compulsory activities related to physical activity (...) girls much less frequently than boys take PE lessons; youth participation in these lessons decreases with age" [9].
In addition to these data, the Supreme Audit Office negatively assessed the education of students at the audited schools in physical education, the conditions for activities at school, and the education of students at the audited universities in physical education. The negative assessment is due to the extent of the increasing scale of irregularities found contributing to students' absenteeism in physical education classes. These include such irregularities as: 1. "Inadequacy, in more than half of the schools, of physical education curricula to the sports infrastructure possessed by the schools and to the health capabilities and interests of the students. Teachers in these schools did not recognize students' movement capabilities and did not formulate curriculum requirements (55% of the inspected schools); [...]. 2. Failure, in three-quarters of the schools, to take measures to prevent the declining trend of students' active participation in physical education classes; One-third of the students surveyed by the NIK at the inspected schools stated that physical education classes are not interesting to them, and participation in them does not help them become more physically fit (74% of the inspected schools); 3. failure, in three-quarters of schools, to provide safe conditions for physical education classes. More than half of the students surveyed felt that it was necessary to better equip schools with sports equipment and facilities (76% of the schools inspected); 4. failure, in two-thirds of schools, to check the progress of students' achievement in physical education (59% of inspected schools); 5. failure to organize, in one-third of schools, sports competitions such as school championships or school spartakiads. In addition, no sports competitions were organized in 7% of the schools (33% of the inspected schools); 6. failure to conduct corrective gymnastics classes for students with detected postural defects in more than half of the schools (59% of the inspected schools). (...)" [8] There are many reasons for the lack of participation of young people in physical education lessons. "With time and the ever-changing world, the way young people think and act is also changing. Students in adolescence are provided with new and new stimuli (technology, stimulants, fashion), to which they react in different ways, so you should look at the reasons why they do not participate in PE lessons and try to skilfully eliminate them" [9].
Reasons for leaving PE lessons by young people may be the attitude or general appearance of the teacher teaching this subject and the way he conducts it. Students appreciate such qualities in the teacher as: justice, firmness, patience, forbearance and kindness. In addition, he should have a friendly attitude towards young people, arouse interest in the subject and broadly understand physical activity, always be prepared for lessons or conduct lessons in an interesting way [5]. His task is also to convey knowledge in a clear and accessible way, to explain and make students aware of the goals of the exercises, and to encourage or motivate students to engage in physical activity during physical education lessons or outside home in their free time. It is worth mentioning here the roles that should be fulfilled by a physical education teacher, which was formulated in a rather vivid manner by Tadeusz Koszczyc: 1. The role of the "potter" (he glues, builds, shapes, influences development); 2. The role of the "gardener" (looks after, grows, nurtures); 3. The role of the "supplier" (provides information, supplier); 4. The role of the "artist" (he is creative, innovative, looking for something new, appearing in front of the audience -children); 5. The role of "midwife-doctor-nurse" (gives help) [4].
The approach to the student, commitment to work, knowledge, the general appearance of the physical education teacher and his way of conducting classes may encourage, but also discourage the student from participating in physical education lessons. In addition, the lack of educating young people about the benefits of physical activity and the lack of encouragement from the physical education teacher or relatives (family, friends) to undertake this activity contributes to the increased absenteeism of high school students from physical education lessons.
Another reason for not attending PE lessons may be feelings of embarrassment. The age of adolescence is the age of changes approaching full maturity in terms of physical, mental and emotional development. It is aimed at achieving sexual maturity.
Each child develops at its own individual pace. However, they tend to compare themselves with their peers -models proposed by culture. "When young people perceive their development as taking place outside the framework of their desires and expectations or perceive themselves as significantly different from their peersthey have a worse opinion of themselves, are less satisfied with their body and appearance, may be more depressed and may avoid contact with peers, which means they have fewer friends, avoid entering into closer relationships with people of the same and opposite sex" [2]. Thus, they may be ashamed to exercise in physical education lessons or change into clothes for exercises in front of their friends in the cloakroom. The imbalance in the processes of stimulation and inhibition or the change of interests (mainly in girls) contribute to the reduction of motivation and interest in movement, which later reflects on the level of motor skills. Youth movements become awkward, dissonant, lacking accuracy and rhythm. Thus, motor apathy and a feeling of heaviness increase. This is another reason why young people are absent from physical education lessons [2].
Another reason for not participating in PE lessons is the marginalization of this subject. In modern times, apart from striving for self-realization, anxiety about one's own interests and life prospects has arisen. "Children in primary school focus on what they want to do in the future. As a consequence, school subjects are divided into those important and less important. Subjects such as biology, chemistry, mathematics, physics and history, which are taken into account when enrolling in studies, are becoming more important. Thus, physical education has become marginalized and considered a less important subject" [2].

Material and method
In order to find out the reasons for high school students' absenteeism from physical education classes, a pilot study was conducted at a purposively selected high school with 3 lesson hours of physical education classes per week with young people aged 14-18. The survey was conducted in October 2020 in a remote form due to the then prevailing COVID-19 pandemic and included 51 purposively selected high school students aged 14-18, including 30 girls and 21 boys (Table 1). The survey results were analyzed for the significance of differences in the chi-square test by comparing the empirical value with the theoretical value of the test [6].
The aim of the own research presented in this article was to find out the reasons for absenteeism in physical education lessons of the surveyed high school students and to identify possible differences in the reasons for skipping these lessons between female and male respondents.
The subject of the research are the statements of the students of the studied group about their reasons for absenteeism from physical education lessons.
In connection with the subject of the research, the following main research question was asked: What are the reasons for absenteeism from physical education lessons among the studied group of students?
For the purposes of this study, the following specific questions were also formulated: 1. What is the absence from physical education lessons among the surveyed group? 2. In the opinion of the respondents, whether and how the absenteeism from education lessons contribute to: a) the teacher or his way of conducting classes in physical education lessons? b) conditions during physical education classes? c) students' health problems? d) lack of awareness of students about the care of health, hygiene and the benefits of physical activity? e) feeling ashamed or embarrassed by students? f) behavior of relatives and friends of students? 3. Is there a relationship between gender and the reasons for absenteeism from physical education lessons?
With regard to the main problem and specific research questions, a research hypothesis was formulated: H1: H1: It is assumed that there is a relationship between gender and non-participation in physical education classes, i.e. girls attend physical education classes less often than boys.
In this scheme of research issues, a dependent variable was introduced -not attending physical education lessons, and independent -gender. The indicators, on the other hand, were declarations of the reasons for absenteeism from physical education lessons of the surveyed students: the person of the physical education teacher or the way he conducts the classes, conditions during PE lessons, health problems, lack of awareness about caring for health, hygiene and the benefits of physical activity, feeling of shame or embarrassment, behaviour of relatives and friends.
The research was carried out on the basis of the diagnostic survey method and the survey technique, while the research tool was a questionnaire constructed for the needs of the pilot studies, containing closed, semi-open and open questions. Presented are 7 questions out of 33 included in the survey questionnaire.

Results
As the world changes and new stimuli are constantly provided, the priorities of Polish youth and the reasons for their lack of participation in physical activity lessons are changing. Therefore, this phenomenon should be systematically studied and counteracted. The following analysis of the pilot study diagnoses the reasons for skipping physical education lessons by the surveyed high school students and points out the differences in the statements of girls and boys. The largest number of students declared that they attend physical education classes 3 times a week (49%), followed by twice (29.4%), then once (13.7%) and finally zero (7.9%). The differentiation between girls and boys can be seen in the answer zero -it turns out that this answer was marked by 3 girls (10%) and one boy (4.8%), in the answer two -a significant majority of girls chose this answer (40% G and 14.3% B) and in the answer three -the results show that it is the boys (66.7%) who attend physical education classes more often than girls (36.7%). Summarizing the results obtained, there was no significant statistical relationship between the studied groups χ2= 5.5, df=3 (p > 0.05). Chi-square (χ 2 ) χ 2 = 4,0, df=7 (p > 0,05) 51 100 Source: own research Further results show that 70.6% of respondents do not believe that conditions during physical education classes are a motive for not attending them. As it turns out, 19.6% of the respondents have no opinion on the subject, including more boys than girls (23.8% B and 16.7% G). 3.3% of girls do not exercise in PE classes because there are few utensils and exercise equipment, there is a very small locker room, or because there are no showers and opportunities to wash up after class. Also, the girls themselves (6.7%) do not attend these lessons for other reasons. It seems that classes that are held in a small room are not the reason why female respondents do not participate. It should also be remembered that the high school students surveyed prefer classes to be held at school rather than outdoors. Summarizing the results obtained, there was no statistically significant relationship between the studied groups of girls and boys χ2= 4.0, df=7 (p > 0.05).
Looking for the reason for not participating in physical education lessons, respondents were asked about health problems. Particularly noteworthy is the fact that according to 98% of the respondents, health problems are not the reason they do not participate in PE lessons. Only one boy declared that he does not participate in physical education lessons due to health problems. Summarizing the results obtained, there was no significant statistical relationship between the studied groups χ2= 1.5, df=3 (p > 0.05).
Children's participation in physical education lessons can be significantly influenced by the teacher himself and his way of teaching. He can encourage students to take up physical activity, but also discourage them. The following table indicates the results of a pilot study on the influence of the physical education teacher on children's participation in classes. Chi-square (χ 2 ) χ 2 = 5,9, df=7 (p > 0,05) 51 100 Source: own research The results show that 56.9% of the respondents are of the opinion that the physical education teacher or his way of teaching does not contribute to the fact that they do not attend physical education classes. Interestingly, 25.5% of the surveyed students have no opinion on this issue. It is noteworthy, however, that 5.9% of high school students do not attend physical activity classes because they are not fond of the teacher or the classes are boring and monotonous, and 2% do not do so because of the prevailing unpleasant atmosphere during the classes, the fact that the teacher does not adapt the exercises to their skills or the classes do not develop them comprehensively. More boys than girls answered no (71.4% G and 46.7% B). Only girls, on the other hand, marked the answers: yes because I am not fond of the teacher (10% G and 0% B), yes because there is an unpleasant atmosphere in the classes (3.3% G and 0% B), yes because the teacher does not adapt the exercises to my skills (3.3% G and 0% B), and yes because the classes do not develop me comprehensively (3.3% G and 0% B). None of the surveyed high school students are afraid of the physical education teacher. Summarizing the results obtained, there was no significant statistical relationship between the studied groups χ2= 5.9, df=7 (p > 0.05).
Thus, it turns out that most of the students surveyed were not discouraged from attending PE lessons by the teacher himself or his way of teaching. However, it should not be forgotten that skipping PE lessons may also be due to a lack of awareness among children and young people. The role of the physical education teacher is to impart knowledge to them about taking care of their health, hygiene and the benefits of physical activity. If they do not have this knowledge, they therefore do not know the consequences of not practicing physical activity, including in physical education classes. Table No. 5 shows the responses of students regarding equipping them with knowledge about caring for health, hygiene and the benefits of practicing physical activity. Chi-square (χ 2 ) χ 2 = 1,2, df=2 (p > 0,05) 51 100 Source: own research The above table shows data on respondents' opinions on whether the physical education teacher equips/equips them with the knowledge of caring for health, hygiene and the benefits of physical activity. The results show that respondents' answers differ little. 35.3% of respondents believe that this teacher equips/equips them with such knowledge. This is followed by 33.3% who have no opinion on the subject, and 31.4% of students believe that the physical education teacher does not equip/equip them with such knowledge. The difference between girls and boys is marked by the two most frequently chosen answers. It turns out that more boys than girls (42.9% B and 30% G) think that the physical education teacher equips/equips them with knowledge about taking care of their health, hygiene and the benefits of physical activity. In contrast, the opposite opinion is expressed by more girls (36.7% G and 23.8% B). There was no significant statistical relationship between the studied groups χ2= 1.2, df=2 (p > 0.05). Chi-square (χ 2 ) χ 2 = 6,0, df=6 (p > 0,05) 51 100 Source: own research After a careful analysis of the data, it can be clearly stated that 72.6% of the respondents do not have a sense of shame or embarrassment and this is not the reason why they do not participate in physical education classes. It turns out that more boys than girls think so (81% B and 66.7% G). 13.7% of respondents do not have an opinion on this issue, of which again more boys do (19.1 B and 10% G).However, it seems important and worth emphasizing that as many as 16.7% of girls do not exercise in physical education classes because they are ashamed of their bodies; 3.3% do not do so because they are ashamed of their physical fitness or their appearance when exercising. Summarizing the results obtained regarding whether a sense of shame or embarrassment is the reason by which the respondents do not participate in physical education lessons, there was no significant statistical relationship between the studied groups χ2= 6.0, df=6 (p > 0.05). Chi-square (χ 2 ) χ 2 = 3,2, df=5 (p > 0,05) 51 100 Source: own research The data presented in Table 7 shows that, according to 76.5% of the surveyed students, their loved ones are not the reason they do not participate in physical education classes. Interestingly, as many as 15.7% of respondents have no opinion on the subject. 4% of the respondents do not participate in these lessons because their friends do not participate either, and 2% of the students do not participate in lessons because their friends urge them to do so, or their parents do not want them to. It turns out that more boys than girls have no opinion (19.1% B and 13.3% G) or think that their close friends are not the reason they don't participate in PE lessons (81% B and 73.3% G). In contrast, the girls themselves marked answers that their parents do not want them to participate in these lessons (3.3% G and 0% B), that they do not participate because their friends do not participate either (6.7% G and 0% B) or persuade them not to participate (3.3% G and 0% B). Summarizing the results of the study, there was no significant statistical relationship between the studied groups χ2= 3.2, df=5 (p > 0.05).
On the basis of the presented research results, which are an answer to the research questions posed, it can be concluded that the research hypothesis has been confirmed, i.e., the surveyed girls attend physical education lessons less.

Discussion
The above results are consistent with selected findings of other authors' studies and may also complement their results involving the identification of the main reasons why high school students skip physical education lessons.
The research questions posed by the team, consisting of: W. Błachno and R Kozlowski, are consistent with their own research. The research showed a marked increase in year-long exemptions from physical education classes among high school students, indicating that this is one of the reasons for skipping them. The year-long sick leave was used by 610 people (11% of all respondents) -among the girls surveyed, 491 people (14% of the total), where in the group of boys the percentage was more than half (6% of the total) [1].
Another study, conducted by the Woynarowska, Mazur, Oblacińska team in 2013/2014 among 10-17year-olds living in 12 provinces, supplements our own research with information on what constitutes the most common reasons for sick leave.
They turn out to be: 1. "post-injury conditions -57% of the total causes, slightly less than reported by learners. These were most often: fractures of limbs (29.9%), sprains and dislocations (22.6%), head and spinal injuries (9.1%), contusions or lacerations (6.1%); in 30.5% of cases, the record did not allow to determine the type of injury.
2. diseases, disorders or ailments -43% of the total causes listed. The most common were conditions after acute infections, including infectious diseases (21.8%), after surgery for various reasons (12.9%), disorders of the circulatory system (12.1%), sterile necrosis of the lower extremities, typical of sexual puberty (10.5%), other disorders of the musculoskeletal system (8.1%). This group of reasons also included symptoms or ailments in which the legitimacy of granting exemption from P.E. classes was questionable (e.g., not growing, medication at school, frequent headaches)" [9].
Another study with similarly posed research questions, conducted in elementary, middle and high schools in Podlaskie province in 2004 by the Board of Education, proves that the problem of students' absenteeism in physical education lessons was already present, both among high school-aged youth and among younger students. This study posed research questions coinciding with those of our own research, regarding the reasons for absenteeism from physical education lessons. The following reasons for skipping these lessons were noted: -Lessons are unattractive, arousing little interest in students because they are monotonous and unvaried; -Lack of sports equipment and an adequate number of classrooms for classes; -Most locker rooms are not equipped with showers, or they are in such a state that it is not possible to freshen up in them normally before the next lessons. In addition, even if there are such facilities, there are too few for each student to manage to do so during a short break; -Boys and girls practice together in the same gymnasium. Girls are embarrassed to practice in the presence of boys; -Physical education lessons fall on the first or last lessons, students dismiss themselves to sit at home longer, or rush to the next extra class (e.g., foreign language); -Shame, occurring mainly in girls. They develop a fear of being mocked by their classmates because of their imperfections; -Carefully applied makeup, which young girls are afraid to violate, also turns out to be a problem (the situation is also repeated with hair or nails); -Often the physical education teacher is a former coach or athlete who once trained in one sport, who now imposes it on his students, with the emphasis primarily on learning and perfecting it.
The high rate of absenteeism in physical education classes and the reasons for skipping these lessons are also confirmed by the studies carried out in 2012 and 2013 by the Supreme Audit Office: "Physical education classes were looked at for a week in selected schools. It turned out that in classes IV-VI 15% of students did not actively participate in them, in middle schools 23%, and in high schools as many as 30% of students. Children and adolescents cited health reasons (35%) and unattractive way of conducting classes (31%) as the main reasons for avoiding exercise. (...) Students also indicated that teachers excessively prefer team games (28%) and gymnastic exercises (20%). In contrast, other forms of activities -such as running, dancing, aerobics, skating, swimming or skiing, or active hiking -are only a marginal part of all activities conducted. Pupils also have a limited opportunity to choose the type of exercise" [7].

Applications
Na podstawie analizy wyników badań własnych, możliwe jest wyprowadzenie wniosków aplikacyjnych, które mogłyby zostać wykorzystane przez dyrekcje lub nauczycieli pracujących w badanej szkole oraz do przeprowadzenia badań wśród większej grupy uczniów. 1. A significant percentage of students do not participate in compulsory physical education lessons; 2. Girls attend physical education lessons less frequently than boys. 3.The main reason for high school students' absenteeism from physical education lessons is the lack of awareness and equipping students with knowledge of the benefits of attending physical education lessons and engaging in physical activity outside of school; 4. To counter the phenomenon of absenteeism in physical education lessons, the teacher is obliged to create a friendly atmosphere in the lessons, a system of motivation, and to encourage students to engage in physical activity in their free time as well. He or she must also make his or her students aware of the benefits of attending physical education classes, as well as taking up physical activity outside of school. The teacher is obliged to listen to students and implement the forms of activity they prefer. He or she should also diversify the classes and not conduct them according to the same pattern. 5. In addition, school authorities should provide students with good and safe conditions at school for sports. The school should pay more attention to being equipped with appropriate equipment, utensils, classrooms and locker rooms.
6. In addition, it would be appropriate to consider how to provide students with regular contact with pedagogues and school psychologists in order to get rid of their feelings of shame or embarrassment caused by the appearance of their bodies, especially this applies to girls. 7. There are many reasons for students skipping physical education lessons. The application of teachers or school authorities to the above-mentioned remarks can contribute to reducing students' absenteeism from these lessons, as well as to the elimination of all civilization diseases, such as diabetes, hypertension and obesity among children.
The results of our own research, together with the convergent and complementary results of other authors' research, constitute a comprehensive and valuable research material that can serve as a pilot for conducting research in a representative group nationwide, which can contribute to the introduction of changes aimed at improving the quality of physical education classes and encouraging students to take up physical activity not only during the period of compulsory schooling, but especially throughout life.


Students’ Reading Proficiency Profile After Online Learning Implementation (a Descriptive Study in Eighth Graders of MTS N 3 Jembrana)

The Covid 19 pandemic makes learning should be done via online (distance learning) which has different characteristics than before. The basic difference is on the existence of interaction during teaching and learning process. This research aims at investigating the students’ reading proficiency profile and classical learning mastery of eighth graders in MTS N 3 Jembrana after online learning is implemented. This research researh was categorized into descriptive quantitative. This research used survey sampling technique so 73 respondents were selected. The data of reading proficiency were collected by using test in the form of multiple choice. The collected data were analyzed descriptively by calculating the general and dimension mean of reading proficiency. This research discovers that 1) students’ reading competency is categorized into avarage, but specifically, finding main idea is categorized into average, finding textual reference is categorized into low, finding implixit information is categorized into low, finding explicit information is categorized very high, and finding sinonym and antonym is categorized in to very high and 2) the reading classical mastery is 41,01%. It implies that teaching reading online should be done based on communicative teaching reading principles. This is an open access article under the CC BY-SA license.

INTRODUCTION
By the globalization era, English plays more and more important role as a mean of communication. According to Baugh (2002), English is spoken over than 360 million people in the world. It makes English is the most frequent foreign language spoken by people so that English is used in politic and events. Because of it, mastering English recently is a must for the people to communicate internationally.
Indonesian government is aware of it so that English is taught as a compulsary subject in national education system. English is started to be taught formally from junior high school until higher education. Depdiknas (2003) states that teaching English is focuses to make the students to be able to communicate by using English. Here, teaching English focused into four language skills, namely: speaking, reading, writing, and listening.
Reading is categorized into receptive skill which means that the students have to respond on text or discourse (Harmer, 2006). Actually, there are two types of reading emphasized, reading aloud and reading comprehension. However, reading comprehensive is taught starting from junior high school because the focus is on undestanding texts. Manzo, Manzo and Albee (2003) states that reading comprehension is fluently organizing word in print while applying strategies for schema activation, metacognition, and 'fix-up' of comprehension or word identification, as needed, to make supportable reconstruction of a writer's stated and implied meaning.
According to Celce-Murcia in Dharma (2014), there are four purposes of teaching reading comprehension as follows. (a) To search information (b) For general comprehension (c) To learn new information (d) To synthesis and evaluate information To reach the purposes, reading should be taught profesionally. Richards and Renandya (2002) state that teaching reading underlying on the condisering various factors, such as : method of teaching, learners' need,motivation, materials and process itself. The method should direct the students into understanding on the text content. by considering the factors, teaching reading can be more meaningful and enjoyable for the students. hence, the goal of reading comprehension can be achieved.
To create quality learning reading conditions, certain condition should be true. First, teaching reading should be collaborative and interactive (Brown, 2004). It means that during teaching reading, the students have chance to work together with their friends and the teachers facilitate them. Second, teaching reading should use multivarious methods and materials hence it can be fun (Harmer, 2007). It can makes the students feel fun during reading. Third, during teaching reading, the students hsould be given clear instruction and guided well (Frank, 2004). Here, the teachers should supervise the students during reading instruction to ensure that they are not confused and in good tract to understand the text.
However, condition of teaching and learning process changes after Covid-19 pandemic in the world, including in Indonesia. It makes teaching reading condition can not be done ideally as being mentioned previously. It causes learning should be done from a distance with the help of internet device. Learning is done via online mode through various platform, such as : Google Classroom, Google Meet, Skype, Zoom,and Thunderbird. It makes the teacher and students can not meet directly or they just meet virtually. This condition is frequently called online learning (Hartley, 2001).
Online learning is a way to connect learners and other learning sources (teachers, library, and data base) which is physically separated but they still can communicate and collaborate each others (Molinda, 2005). Here, both teachers and students can access materials or meet each other just from the computer screen. They do not need to come to school to learn. It just need preparing computer and internet access so learning can be done. Recently, smartphone or tablet can be used.
Online learning is viewed as the new revolution in education especially in providing various learning materials. Through online learning, the students can access materials from many sources and do interactive with the students (Gilbert and Jones, 2001). By having multivarious source of learning, the students are expected to have more knowledge and understanding about certain phenomena.
To know how online learning was done especially in reading skill, an observation was done in MTS Negeri 3 Jembrana. From the interview with the english teachers, it can be known that learning was done from distance by using google classroom and google meet. However, google meet was applied rarely because it needed much internet cell to do. Hence, learning was only done via google classroom. The students were sent reading assignment via google classroom, then, on certain time they have to collect it via google classroom too.
Further interview showed that teaching reading could not be done as before. The teachers only explained materials and gave assignement. Here, there was only less interaction between teacherstudents and students-students. Frequently, there were only three or four students worked, then they shared their answers to their friends. In some cases, the stduents were less motivated. They ignored the teachers' explanation and turned off the video. most of the students also did not collect the assignment given by the teachers.
During online learning, reading comprehension dominates English class. Here, the students were given assignement to answer question. The questions were mostly in the form of multiple choice test. Based on the syllabus analysis, the indicators of reading comprehension for grade 8 were as follows. (a) Finding main ideas, (b) Finding textual reference, (c) Finding implicit information, (d) Finding explicit information, (e) Finding synonim and anthonim of words.
Research on the area of reading comprehension has been done by some experts. Pammu (2017) does a research on English reading profile of university students. It discovers that the students still have problem in comprehension especially in skimming and scanning. Besides that, lexical problem also becomes the problem for the students. Further research is done by Aditomo and Hasugian (2018) who investigate reading comprehension of seventh and eighth grade students in Surabaya based on the gender. It discovers that there is no gender differences in EFL reading comprehension. The previous reseraches did not investigate the profile of reading comprehension in detail and also the students reading classical mastery. Hence, this research was done to complete the previous researches by researching the students' reading proficiency profile (general and its demension) and reading classical mastery.
This research aims at describing students' reading proficiency profile after online learning implementation on eighth grade students of MTS Negeri 3 Jembrana. There are two differences between this research from the previous researches. First, it investigates reading proficiency profile and classicla mastery of the students after online learning. From here, it can be known the effectiveness of online learning for reading comprehension. Second, it focuses on 5 indicators based on the syllabus in junior high school.

METHOD
This research was categorized into descriptive quantitative. It just described the profile of students' reading proficiency profile after online learning implementation. This research was done in MTS Negeri 3 Jembrana, especially in eighth grade. There are 217 students in this grade. There were three steps for collecting data. First, the English teacher gave the test for the students via online. The test was multiple choice test. before the test was applied, validation process was done by trying out the test in the field. The obtaned data were calculated by Point Biserial Formulafor content validity,Kuder-Richardson 21 (KR21) for reliability, level of difficulty test and discrimination index. Second, the students were assigned to do it for 2 hours. Third, the students collected the result via online. Forth, the students' works were scored by using scoring rubric. The score obtained were analyzed descriptively by calculating the mean (general dan per dimension) of reading and the classical mastery.
To know the reading proficiency profile, Criterion Referenced Formula with 5 classification was used. The classification can be presented in the Table 1.

FINDING AND DISCUSSION
This research aims at finding out the reading proficiency profile and classical mastery after online learning is implemented. To do it, descriptive analysis was done to students' reading score in general and in each reading dimension. Actually, there were 217 students in this grade, but there were only 73 students who collected the test. hence, data analysis only involved 73 data from those 73 respondents. Then, it was followed by calculating classical mastery. The summary of the analysis can be presented in the Table 2.  Table 2, it can be known that students' reading competency was classified into average in general with the score of 3.39. the reading competency was built up by six dimensions, namely: finding main ideas, textual reference, implicit information, explicit information and sinonym and anthonym. Finding idea was classified into average with score of 2.86; finding textual reference was classified into low with score of 2.47; finding implicit information was classified into low with the score of 2.55; finding explicit informationwas classified into very high with the score of 4.46; finding synonim and anthonim of words was classified into very high with the score of 4.48.
Then, it was continued into classical mastery calculation. The passing grade for reading proficiency in eighth grade was 70. Based on the calculation, it can be known the classical mastery was 41.1%. There were only 30 out of 73 students who passed the passing grade. It indicates that the reading proficiency of eigthth grade students in MTS Negeri 3 Jembrana after online learning implementation is still far from the expectation.
The analysis shows that the profile of reading proficiency and classical mastery are still low or poor. It is a signals that reading which is taught in online learning is less effective. The key for teaching reading is creating warm atmosphere where the students can study together or make the class as the center of learning (Cooper, 2006). Online learning is implemented only in 30 minutes so the students have limitation to study. Normally, they get 80 minutes to study English in the classroom. Besides that, in online learning cooperation is also limited. The teacher only explained materials and gave assignment. It makes the teachers involvement is reduced. The research done by Natsir and Anisati (2016) discover that reading competency can be achieved when the teachers actively teach reading strategy and interest and create learning atmosphere.
Because of time limitation, the teachers also can not design the learning well. They can not involve more intensely during reading process. In classical learning, the teachers commonly read the text as an example, then the teachers guide the students to learn. However, in online learning the materials are just explained. For example, the teachers just explain about certain genre and give them example of the text. Lastly, the teachers give assignment. This condition makes the students have less motivation and boring. Actually, teachers and students collaboration during reading can rise students' reading motivation (Guthrie, et al., 1999). When the students are motivated in learning, they will push themselve to achieve something in learning (Harmer, 2007). A research done by Rao (2019) and Delfi and Yamat (2017) discovers that time limitation on language learning practice brings negative effects on achievement. To get maximum achievement, the students must get more time to practice.
In language development, interaction plays significant role. The higher interaction among the students, the better language development for them (Rofiudin, 2003). In classical learning, the students commonly work in group. Here, they can share their opinion with group members and the teachers. It makes they are accustomed to communicate their mind. Reading is actually communication of mind and feeling between reader and writer so the students should also be rehearsal to communicate their mind with their friends (Tarigan, 2008). It implies that the students can be a successful readers when they can get the meaning or message from the writer.
Further analysis shows that online learning is only good in low cognitive level (C1). It can be seen from the profile of finding explicit information and finding synonim and anthonim which is categorized into very high. In cognitive level based Bloom taxonoy, it is categrized into knowledge or the lowest level of cognitive. Here, the students can get the answer by thinking simply without complex process. For example, to know synonym and anthonym, the students just need to search in dictionary or google translate. The students do not need to think and understand the word. This is a basic reading strategy that can be applied for simple reading proficiency. Hence it is also effective for basic reading proficiency only (Pammu, 2017).
Furthermore, the students finds difficulty in higher cognitive level (C2). Higher cognitive level here is comprehension. The profile shows that two dimensions are low and one dimension is average. It is a signals that the students have serious problem in comprehending or understanding text. Reading is a complex activity so that it needs complex processes (Grabe and Stoller, 2011). The process of teaching reading should provide the students situation where they are active in processing information. It is started by understanding the text structure, making sense information, understanding concept and using information to argue (Alderson, 2000). If reading activity were not done with various ways or strategies, reading competency would not be achieved maximally (Muslaini, 2017;Rahmanita and Mukminatien, 2019).
The role of learning condition in supporting reading proficiency is also argued by Van Staden and Bosker (2011). The students' experience in reading is as foundation for developing higher academic reading proficiency. Online learning gives less effective condition for the students to explore text. Since they read or work from their home, they do not get enough guidance from their teacher or interaction with their friends. It is for the students when get difficulty. They will be stuck because there is no somebody to share. In this situation is actually the role of the teachers or peer to do intervention on their reading understanding (Chen, 2006).
The low of reading proficiency is also influenced by the readers' experience. Attitude on reading leads the students to have positive effect on comprehension (Taylor and Yu, 2009). Positive attitude are essential in promoting deep reading, which is crucial for comprehension (Roberts and Roberts, 2008). When the students have good attitude on reading, they can make strategy in reading or effort to do the best in reading. Kirmizi (2011) found that attitude is a significant predictor of the use of reading strategies and consequently, of reading proficiency. In line with it, Aditomo and Hasugian (2018) also found that attitude influences positively on students' EFL reading. here, attitude is formed by the motivation.
This finding implies that there should be changing on paradigm of teaching reading in online learning or distance learning done by the English teachers. The principles of teaching reading should be kept in online learning. During teaching reading, the students should interact with each other or they have discussion session in learning. Besides discussion or interaction, the students should also be given guidance during analyzing text. They are not only given text and then they have to answer independently, but they should get guidance during answering questions relating to the text.

CONCLUSION
The implementation of online learning in reading has bring certain effects. The analysis shows in general, reading proficiency profile in general is average. However, specifically the profiles are various; finding main idea is categorized into average, finding textual reference is categorized into low, finding implixit information is categorized into low, finding explicit information is categorized very high, and finding sinonym and antonym is categorized in to very high. In terms of classical mastery, it is only 41,01%. In stead, the mnimum standard must be 85%. Further analysis shows that the students are only good in low cognitive level like finding explicit information and finding sinonym or antonym categorized into C1 (knowledge). For higher cognitive level, the students get serious problem which can be seen from the profile low and average. It indicates that online learning is less effective to be implemented.