Factors Influencing College Students’ Self-Perceptions of Competence in Beginning Physical Education Classes

1999 ◽  
Vol 18 (3) ◽  
pp. 255-276 ◽  
Author(s):  
Janice M. Bibik
Keyword(s):  
Corrective Feedback ◽  
Physical Competence ◽  
Teacher Expectation ◽  
College Age ◽  
Self Perceptions ◽  
Class A ◽  
Instructional Context ◽  
Group Characteristics ◽  
Videotape Analysis ◽  
Expectation Effect

This study examined how college-age students in beginning activity classes construct their self-perceptions of physical competence. Each class was videotaped, one class per week. During the last week of class, a perceived competence instrument was administered to the students (N = 50) and the teachers. Results indicated 50% of the students’ perceptions of their competence were congruent with the teachers’; 50% were incongruent (32% higher, 18% lower). The Revised Causal Dimension Scale, also administered at the end of the semester, indicated the predominant attribution was effort. Interviews revealed group characteristics regarding attribution for success, interpretation of feedback, and use of social comparison. Videotape analysis using the Dyadic Adaptation of CAFIAS indicated some differential treatment occurred; students whose perceptions of competence were lower than their instructor’s received more corrective feedback. It was concluded that the students interpreted themselves in the instructional context which accounted for their self-perceptions of competence; the teacher expectation effect played a role as well.

Pedagogical Considerations Regarding Perceptions of Dance Competence

1993 ◽  
Vol 12 (3) ◽  
pp. 266-285 ◽  
Author(s):  
Janice M. Bibik
Keyword(s):  
Perceived Competence ◽  
Differential Treatment ◽  
Dance Class ◽  
Teacher Expectation ◽  
College Age ◽  
Classroom Activities ◽  
Self Perceptions ◽  
Instructional Context ◽  
Videotape Analysis ◽  
Expectation Effect

This study examined how college-age students in a beginning jazz and modem dance class construct their self-perceptions of dance competence. Each class was videotaped one class per week for 12 weeks. During the 12th week a perceived competence in dance scale was administered to the students (N=26) and the teacher. Results indicated that 57.7% of the students’ perceptions of their competence were congruent with the teacher’s; 42.3% were incongruent (15.3% higher, 27% lower). Based on interviews, these groups displayed distinct characteristics regarding attribution for success, interpretation of feedback, and focus on classroom activities. Videotape analysis using the Dyadic Adaptation of CAFIAS indicated there was no differential treatment of the students by the teacher. It was concluded that, rather than the teacher expectation effect, the students’ interpretation of themselves in the instructional context accounted for their self-perceptions of their competence.

scholarly journals A decade of teacher expectations research 2008–2018: Historical foundations, new developments, and future pathways

2019 ◽  
Vol 63 (1) ◽  
pp. 44-73 ◽  
Author(s):  
Olivia Johnston ◽  
Helen Wildy ◽  
Jennifer Shand
Keyword(s):  
Qualitative Research ◽  
Literature Review ◽  
Student Outcomes ◽  
Process Model ◽  
Teacher Expectations ◽  
New Developments ◽  
Teacher Expectation ◽  
Quantitative Studies ◽  
International Teacher ◽  
Expectation Effect

This literature review critically synthesizes 10 years of international teacher expectations research using a simplified “expectation effect process” model. New developments in teacher expectation research are outlined, including effects of teacher expectations on students, teachers’ development of expectations, teachers’ differential treatment of students, and students’ reactions to teacher expectations. A brief overview of pre-2008 research presents the foundations of the post-2008 research using the same “expectation effect process” model. A separate section about Australian research is also included. Results of the literature review show that while qualitative research on the topic has increased from 2008 to 2018, quantitative studies still prevail and qualitative studies on the topic—particularly those which consider students’ perspectives—are rare. Hence, this article argues that the development of a more holistic, in-depth understanding of how teacher expectations affect student outcomes is possible through contextually embedded qualitative research that includes exploration of students’ reactions to teacher expectations. In this way, further understandings about how and why expectation effects vary between students could be gained.

Young Adult Self-Perceptions: Readiness for Home Management, Financial Responsibilities, and Politics and Citizenship

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512505163p1-7512505163p1
Author(s):  
Grace Fisher ◽  
Keri Bremigen ◽  
Stephanie Giardina ◽  
Jessica Lane ◽  
Syrena Riley
Keyword(s):  
College Student ◽  
Intervention Program ◽  
Financial Education ◽  
Mixed Methods Study ◽  
Occupational Performance ◽  
Online Surveys ◽  
Home Management ◽  
College Age ◽  
Self Perceptions ◽  
Primary Author

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. This mixed-methods study identified college student self-perceptions of readiness for independent adult living in key occupational performance areas. Results from quantitative online surveys and qualitative open-ended interviews showed that college students may benefit from training in home management, financial education, and broader exposure to government issues. College-age clients receiving OT services may also benefit from this as part of the OT intervention program. Primary Author and Speaker: Grace Fisher Additional Authors and Speakers: Keri Bremigen, Stephanie Giardina, Jessica Lane, and Syrena Riley

Children’s Self-Perceptions and Sources of Physical Competence Information: A Cluster Analysis

1997 ◽  
Vol 19 (1) ◽  
pp. 52-70 ◽  
Author(s):  
Maureen R. Weiss ◽  
Vicki Ebbeck ◽  
Thelma S. Horn
Keyword(s):  
Cluster Analysis ◽  
Evaluation Criteria ◽  
Self Esteem ◽  
Psychological Characteristics ◽  
Physical Competence ◽  
Self Perceptions ◽  
Parental Evaluation ◽  
Sources Of Competence Information ◽  
Source Of Information ◽  
Cluster 2

This study explored relationships among children’s age, individual differences, and sources of physical competence information. Children (N = 183) completed measures of competitive trait anxiety (CTA), perceived physical competence (PC), general self-esteem (SE), and sources of competence information in the sport domain. A cluster analysis revealed four distinct profiles of children. In Cluster 1, children were younger, scored relatively higher in CTA and lower in PC, and indicated strongest preference for pregame anxiety as a source of information. Cluster 2 was characterized by children with lower PC and SE scores who placed lower importance on parental evaluation and pre­ game anxiety sources. In Cluster 3, children scored higher on PC and SE, moderately lower on CTA, and preferred self-referenced and parental evaluation criteria. In Cluster 4, children were older, higher in CTA, lower in PC and SE, and indicated strongest preference for social comparison/evaluation criteria. The criteria children use to evaluate their physical competence are strongly associated with age and psychological characteristics.

Initial, Continued, and Sustained Motivation in Adolescent Female Athletes: A Season-Long Analysis

1995 ◽  
Vol 7 (3) ◽  
pp. 314-329 ◽  
Author(s):  
Maureen R. Weiss ◽  
Kirsten M. Frazer
Keyword(s):  
Female Athletes ◽  
Peer Acceptance ◽  
Single Point ◽  
Physical Competence ◽  
Basketball Players ◽  
Self Perceptions ◽  
Perceived Success ◽  
Participation Motivation ◽  
Playing Time ◽  
Motivation To Participate

Research on motivation to participate in physical activity has typically been characterized by an assessment of reasons for involvement at a single point in time. This study examined motives for participating, self-perceptions (perceived success, perceived basketball competence, perceived peer acceptance), and enjoyment several times during a sport season relative to player status (Le., amount of playing time). Female basketball players (N = 141) completed measures of participation motivation, perceptions of physical competence and peer acceptance, success, and enjoyment at preseason, midseason, and end of season. Players were classified as starters, primary substitutes, or secondary substitutes by their coaches based on extent of actual playing time. All athletes were similar in their reasons for participating; these included mastery, friends, team atmosphere, and fitness. However, starters and primary substitutes were higher than secondary substitutes in perceptions of success, basketball competence, peer acceptance, and enjoyment at midseason, and starters were higher than primary and secondary substitutes on perceived basketball competence at end of season. These results suggest that positive self-perceptions and affect experienced in the physical domain are related to players ’ opportunities to demonstrate competence in salient achievement areas.

Perceived Physical Competence in Children with Mental Retardation: Modification of a Pictorial Scale

1990 ◽  
Vol 7 (4) ◽  
pp. 338-354 ◽  
Author(s):  
Dale A. Ulrich ◽  
Douglas H. Collier
Keyword(s):  
Mental Retardation ◽  
Achievement Motivation ◽  
Self Concept ◽  
Future Research ◽  
Systematic Research ◽  
Physical Competence ◽  
Research Directions ◽  
Self Perceptions ◽  
Future Research Directions ◽  
Motivation To Participate

Self-perceptions of competence are thought to mediate a person’s motivation to participate and persist in tasks under optimally challenging conditions. Little systematic research has been conducted related to the self-perceptions of physical competence in children with mental retardation and the influence on achievement motivation in this domain. Various models of self-concept are reviewed, followed by a discussion of self-concept and special populations. Preliminary data are presented on a modified pictorial scale of perceived physical competence for use with 7- to 12-year-old students with mild mental retardation. Future research directions are proposed related to achievement motivation, perceived competence, and mental retardation.

Evaluation of a First-Year Inclusion Program

1999 ◽  
Vol 20 (4) ◽  
pp. 216-225 ◽  
Author(s):  
Renée C. Tapasak ◽  
Christine S. Walther-Thomas
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Intermediate Level ◽  
First Year ◽  
Physical Competence ◽  
Intermediate Students ◽  
Primary Level ◽  
Self Perceptions ◽  
Teacher Comments ◽  
Urban Elementary School

This article summarizes the first-year evaluation of an inclusive education program at an urban elementary school. Sixty primary-level (Grades K-2) students and 50 intermediate-level students (Grades 3-5) were evaluated using individualized and teacher report measures. At the primary level, results showed significant increases in self-perceptions of cognitive competence for both students with disabilities and students without disabilities. Self-perceptions of physical competence were higher for the students with disabilities group. No significant differences were found in preferred playmates. At the intermediate level, students without disablities reported higher perceptions of their academic and social abilities than students with disabilities. Teacher ratings showed improved social skills for both primary and intermediate students with disabilities. Finally, report card ratings and teacher comments suggested different expectations for students with disabilities and their typical peers.

scholarly journals Physical Self-Concept and Motor Self-Efficacy Are Related to Satisfaction/Enjoyment and Boredom in Physical Education Classes

2021 ◽  
Vol 13 (16) ◽  
pp. 8829
Author(s):  
Verónica Morales-Sánchez ◽  
Jacobo Hernández-Martos ◽  
Rafael E. Reigal ◽  
Juan P. Morillo-Baro ◽  
Montserrat Caballero-Cerbán ◽  
...  
Keyword(s):  
Physical Education ◽  
Self Efficacy ◽  
Self Concept ◽  
Educational Context ◽  
Regression Analyses ◽  
Physical Competence ◽  
Self Perceptions ◽  
Active Lifestyles ◽  
The City ◽  
Negative Relationships

Physical education (PE) classes promote extracurricular physical activity (PA). Therefore, having fun in this context is important for developing active lifestyles. The purpose of this study was to analyze the relationships between motor self-efficacy and physical self-concept with enjoyment/satisfaction and boredom in school PE lessons. A total of 195 adolescents aged 14 to 15 years (M = 14.65; SD = 0.48) from the city of Malaga participated. The Motor Self-Efficacy Scale (MSES), the Children Physical Self Questionnaire (C-PSQ) and the Sport Satisfaction Instrument (SSI) were used to evaluate the variables under study. Correlation and multiple regression analyses were performed, finding positive and statistically significant associations between motor self-efficacy and physical self-concept with enjoyment/satisfaction in PE, as well as negative relationships with boredom. Specifically, motor self-efficacy and perceived physical competence were predictors of satisfaction or boredom in PE. The results suggest that some physical and motor self-perceptions at these ages could contribute to developing attitudes towards physical practice in this type of educational context, in addition to the importance that their extrapolation to other contexts of PA outside school hours could have.

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