scholarly journals Understanding of dropping out of sports in adolescence

Kinesiology ◽  
2021 ◽  
Vol 53 (2) ◽  
pp. 245-256
Author(s):  
Jovana Trbojević Jocić ◽  
Jelica Petrović
Keyword(s):  
Extrinsic Motivation ◽  
Social Factor ◽  
Motivational Climate ◽  
Cognitive Outcome ◽  
Drop Out ◽  
Dropping Out ◽  
Equation Analysis ◽  
The Social ◽  
Educational Programmes ◽  
Task Oriented

The aim of the research was to test the hierarchical model of intrinsic and extrinsic motivation (HMIEM) as a model for understanding the process of dropping out of sports in adolescence. The task oriented motivational climate created by a coach was defined as the social factor, whereas the satisfaction of need for competence and enjoyment were the psychological mediators of amotivation. Cognitive outcome was defined as the intention to drop out of sports. The sample consisted of 383 respondents, 49.9% boys and 50.1% girls from Serbia, average age 13.74 years, who actively played volleyball, basketball, and handball. Results of the structural modelling equation analysis confirmed that the HMIEM represented a good model for understanding the process of dropping out, and that it explained 18.9% of the intention to drop out of sports in adolescence. Athletes who perceive their coach’s behaviour as non-supportive, rigid, primarily focused on achievement, will have sense of incompetence and will lack enjoyment while doing sport. Unsatisfied needs then lead to the development of amotivation – the lack of reasons to do sports, and to the intention to drop out of sports. These results represent a further step towards creating educational programmes for youth sport that might prevent dropping out of sport in adolescence.

scholarly journals The Point of View of the Student in Attrition Research

1993 ◽  
Vol 23 (2) ◽  
pp. 65-85
Author(s):  
Brent McKeown ◽  
Allan Macdonell ◽  
Charles Bowman
Keyword(s):  
Theoretical Foundation ◽  
Past Research ◽  
Theoretical Framework ◽  
Point Of View ◽  
Drop Out ◽  
Academic Life ◽  
Dropping Out ◽  
The Social ◽  
Social And Academic Integration ◽  
Key Concepts

Until the early 1970's, research into attrition among postsecondary students was largely aimed at establishing correlations between the characteristics the students brought with them to an institution and dropping out. Virtually all of this research was unguided by any explicit theoretical framework. With the work of Spady (1970; 1971), and that of Tinto (1975), a model was provided which became the theoretical foundation for most subsequent research into the problem. The model was based fundamentally on part of Durkheim's work on suicide, keying on the concept of integration. According to the model, those students who were integrated into the social and academic life of the institution were less likely to drop out, and the focus shifted to include not only "background" factors, but also the experiences of students after they were admitted to the institution. While creating the illusion of offering a clear theoretical framework, the key concepts of social and academic integration are only very loosely connected with the original Durkheimian idea. It is contended here that a firmer foundation for the development of an appropriate theoretical framework is more likely to arise out of a careful attempt to understand the actions of students in terms of the meanings things in their world have for them. Methodological techniques appropriate to this task are advocated, without denying the importance of many significant clues to be found in much of the current and past research in the field.

scholarly journals The Analysis of Factors Related to Creativity in the Sample of Physical Education Teachers

2018 ◽  
Vol 2 (85) ◽  
Author(s):  
Dalia Lapėnienė ◽  
Audronė Dumčienė ◽  
Tomas Lapėnas
Keyword(s):  
Physical Education ◽  
Social Factors ◽  
Self Efficacy ◽  
Extrinsic Motivation ◽  
Negative Impact ◽  
Social Factor ◽  
Motivational Climate ◽  
Physical Education Teachers ◽  
Personal Factors ◽  
Creative Self

Research background and hypothesis. There are many obstacles for creativity in physical education teachers’ work  but  majority  of  physical  education  teachers  tend  to  work  creatively  so  it  is  worthwhile  to  explore  which variables predict creativity. The hypothesis of the study: Personal factors are more important for physical education teachers’ creativity in comparison to social factors.Research  aim  was  to  identify  individual  and  social  factors,  predicting  creativity  in  the  sample  of  physical education teachers. Research methods. Quantitative study. The questionnaire survey was used to establish the level of creativity, creative self-efficacy, motivation, emotions and the microclimate characteristics. The sample involved 120 physical education teachers. Research results. Creativity was predicted by self-efficacy and intrinsic process motivation. Extrinsic motivation inhibited creativity in physical education teachers’ work. Supervisory encouragement for creativity has the only social factor facilitating creativity.Discussion and conclusions. The obtained data confirmed interrelation between creativity and self-efficacy and validated results obtained by D. F. De Moulin (1993). Intrinsic process motivation also predicts creativity. It is in agreement with Y. Ommundsen and S. Eikanger Kvalo’s (2007) results. Extrinsic motivation has negative impact towards  creativity.  It  is  possible  that  teachers  motivated  intrinsically  create  task-involving  motivational  climate which leads to competitiveness (Ommundsen, Eikanger Kvalo, 2007). Supervisory encouragement is the only social variable predicting teachers’ creativity. The data revealed that supervisors’ behavior was more important than that of colleagues (Laker et al., 2008; Blankenship, Coleman, 2009).Keywords: creativity, personal and social factors.

scholarly journals FAKTOR-FAKTOR PENYEBAB PUTUS SEKOLAH DARI ANAK PETANI DAN NON-PETANI DI DESA SEA DAN DESA WAREMBUNGAN KECAMATAN PINELENG KABUPATEN MINAHASA

2017 ◽  
Vol 13 (3A) ◽  
pp. 313
Author(s):  
Vinny Briggita Mua ◽  
Elsje Pauline Manginsela ◽  
Jenny ., Baroleh
Keyword(s):  
Social Environment ◽  
Descriptive Analysis ◽  
Secondary Data ◽  
External Factors ◽  
Drop Out ◽  
Primary Data ◽  
Dropping Out ◽  
Internal Factors ◽  
The Social ◽  
Out Of School

This study aims to determine what factors are the cause of drop out of the children of farmers and non-farmers and whether there are differences in factors that cause drop out of the children of farmers and non-farmers. The analysis used in this research is by using descriptive analysis. This study was conducted from April to June 2017. This study used primary data and secondary data. Primary data was collected by direct interviews based on list of questions that have been prepared to the total respondents as many as 28 respondents. Method of sampling in this research use purposive sampling methods, they are children of farmer and not farmer with their parents. The results of this study indicate that the factors causing drop out of the children of farmers and non-farmers are: internal factors consisting of the will of the child itself and because children do not like school. External factors consisting of the economic condition of parents (unable to finance) and the social environment because affected with children who have dropped out of school first. At the parent level, both farmers and non-farmers, there is no difference in the reasons for dropping out. While at the level of children, both farmers and non-farmers children, there are different reasons for dropping out of school. Non-farmer children are because of internal factors: the willingness of children themselves while the child farmers are because of external factors are because the social environment.*eprm*

scholarly journals Socioeconomic Status and Dropout of Children in Community Reading Center

2021 ◽  
Vol 9 (3) ◽  
pp. 341
Author(s):  
Aidhil Putra ◽  
Irmawita Irmawita
Keyword(s):  
Ideal Theory ◽  
Social Conditions ◽  
Drop Out ◽  
Dropping Out ◽  
Analysis Technique ◽  
The Social ◽  
The Family ◽  
New Variables ◽  
Reading Center ◽  
Out Of School

This research was motivated by the low encouragement of dropouts at the Community Reading Center of the Balai Gadang Village to continue their education, which was allegedly due to the low social condition of the family. The purpose of this study (1) is to describe how the social conditions of the family (2) describe the encouragement of children dropping out of school (3) to describe the relationship between family social conditions and the encouragement of children to drop out of school. The type of research used is quantitative correlation. There are 30 people as the population in this study. The technique for taking samples using random sampling, while the sample is 66% of the population to 20 people. The technique for collecting data is a questionnaire/questionnaire. The data analysis technique used theoretical ideal theory, percentage and Spearman Rho. The results of this study found that (1) the social conditions of the family were mostly quite low. (2) the encouragement of children dropping out of school is mostly quite low. (3) There is a significant relationship between family social conditions and the encouragement of children dropping out of school at the Community Reading Center of the Science Post, Balai Gadang Village. In connection with the existing conclusions, the researcher conveys that (1) It is hoped that parents will optimize in terms of looking for daily income and additional income so that their children can get a proper education. (2) It is expected that children who drop out of school can increase their motivation to learn. so that they can get a proper education and can learn both formally and non-formally. (3) It is hoped that more researchers can innovate by researching new variables in order to add and multiply existing variables.Keywords: family social conditions, encouragement of children dropping out of school

Employment Patterns of SSI-First Awardees Who Enter SSDI After Achieving Disability-Insured Status

2021 ◽  
pp. 104420732110222
Author(s):  
Jessica Laird ◽  
Yonatan Ben-Shalom ◽  
Priyanka Anand
Keyword(s):  
Social Security ◽  
Drop Out ◽  
Dropping Out ◽  
First Year ◽  
Social Security Administration ◽  
Ability To Work ◽  
Employment Patterns ◽  
Work Related ◽  
The Social ◽  
Social Security Disability

This article uses administrative data from the Social Security Administration to explore the employment patterns and characteristics of individuals awarded Supplemental Security Income (SSI) benefits between 2001 and 2009 who later became disability insured and qualified for Social Security Disability Insurance (SSDI). While these individuals are a small portion of all SSI and SSDI beneficiaries, they are particularly interesting because they demonstrate a desire and ability to work despite the health conditions that make them eligible for disability benefits. On average, 2.3% of SSI-first awardees enter SSDI after they become disability insured within 5 years of their SSI award. These SSI awardees are younger than other SSI awardees and are more likely to achieve work-related milestones during the 5 years after SSI award. Although awardees in this group show signs of an ability to work, they gradually start dropping out of the labor force starting 5 months before SSDI benefits begin and drop out in greater numbers through the first year of SSDI benefits. This suggests that some of them may work enough to achieve disability-insured status but stop when they enter SSDI.

Dropout from an internet-delivered CBT Intervention for Adults with Depression and Anxiety: A Qualitative Study (Preprint)

2020 ◽  
Author(s):  
Kate Lawler ◽  
Caroline Earley ◽  
Ladislav Timulak ◽  
Angel Enrique ◽  
Derek Richards
Keyword(s):  
Online Communication ◽  
Structured Interview ◽  
Routine Care ◽  
Drop Out ◽  
Group Differences ◽  
Dropping Out ◽  
Completion Rates ◽  
Depression And Anxiety ◽  
Lower Treatment ◽  
Perceived Change

BACKGROUND Treatment dropout continues to be reported from iCBT interventions and lower completion rates are generally associated with lower treatment effect sizes. However, evidence is emerging to suggest that completion of a pre-defined number of modules is not always necessary for clinical benefit nor considerate of the needs of each individual patient. OBJECTIVE The study aimed to carry out a qualitative analysis of patients’ experiences of an iCBT intervention in a routine care setting in order to achieve a deeper insight into the phenomenon of dropout. METHODS Fifteen purposively sampled participants (8 female) from a larger parent RCT were interviewed via telephone using a semi-structured interview schedule that was developed from the existing literature and research on dropout in iCBT. Data was analysed using the descriptive-interpretive approach. RESULTS The experience of treatment leading to dropout can be understood in terms of ten domains: Relationship to Technology, Motivation to Start, Background Knowledge and Attitudes towards iCBT, Perceived Change in Motivation, Usage of the Programme, Changes due to the Intervention, Engagement with Content, Experience Interacting with the Supporter, Experience of Online Communication and Termination of the Supported Period. CONCLUSIONS Patients who drop out of treatment can be distinguished in terms of their change in motivation: those who felt ready to leave treatment early and those who had negative reasons for dropping out. These two groups of participants have different treatment experiences, revealing potential attributes and non-attributes of dropout. The reported between group differences should be examined further to consider those attributes that are strongly descriptive of the experience and regarded with less importance those that have become loosely affiliated.

Transition from Childcare Institutions to Adulthood for Youth: Through the Lens of Identity and Gender

2020 ◽  
pp. 234930032098055
Author(s):  
Garima Sharma
Keyword(s):  
Young Adults ◽  
Qualitative Study ◽  
Social Factor ◽  
Smooth Transition ◽  
Structured Interviews ◽  
Male And Female ◽  
Female Youth ◽  
Youth Identity ◽  
The Social ◽  
And Gender

This article explores the transition of youth from childcare institutions as young adults through the lens of youth identity and gender. The research revolves around rethinking the delicate boundaries of adolescence and adulthood for the ‘institutionalised’ youth that is already on the edge of the society. This research tries to understand and decode the experiences of youth, who have lived in the childcare institutions. The childcare institutions reinforce the gender roles through its practices and structure, enabling gaps and challenges for both male and female youth outside the childcare institutions. There is an absence of a strong mechanism, enabling the smooth transition of youth from childcare institutions to adulthood. This results in unprepared young adults for an unplanned transition, fostering several challenges on them as they exit the childcare system. This is a qualitative study. The research includes both male and female youth who have lived in childcare institutions situated in Delhi. The data was collected using semi-structured interviews with the youth. This study finds that youth leaving the childcare institutions are at higher risks of having negative adult outcomes in life. While there is an absolute absence of any body or mechanism to help the youth transit smoothly, childcare institutions reinforce the inferiority and exclusion on a child during the stay period, creating a foundation for youth to perceive the social factor outside the institutions.

scholarly journals Indigenous Education and Human Rights

2007 ◽  
Vol 14 (4) ◽  
pp. 425-453 ◽  
Author(s):  
Noam Schimmel
Keyword(s):  
Human Rights ◽  
Indigenous Peoples ◽  
Indigenous Education ◽  
Cultural Continuity ◽  
Human Right ◽  
Language And Culture ◽  
The Social ◽  
Majority Culture ◽  
Educational Programmes ◽  
The Right

AbstractThe right to an education that is consonant with and draws upon the culture and language of indigenous peoples is a human right which is too often overlooked by governments when they develop and implement programmes whose purported goals are to improve the social, economic and political status of these peoples. Educational programmes for indigenous peoples must fully respect and integrate human rights protections, particularly rights to cultural continuity and integrity. Racist attitudes dominate many government development programmes aimed at indigenous peoples. Educational programmes for indigenous peoples are often designed to forcibly assimilate them and destroy the uniqueness of their language, values, culture and relationship with their native lands. Until indigenous peoples are empowered to develop educational programmes for their own communities that reflect and promote their values and culture, their human rights are likely to remain threatened by governments that use education as a political mechanism for coercing indigenous peoples to adapt to a majority culture that does not recognize their rights, and that seeks to destroy their ability to sustain and pass on to future generations their language and culture.

Transfer of Training on Location of a Fault: Effects of Trainer's Observation, Prompting, and Achievement Level

1974 ◽  
Vol 38 (3) ◽  
pp. 987-999
Author(s):  
Vernon R. Putz
Keyword(s):  
Transfer Of Training ◽  
Social Factor ◽  
Transfer Task ◽  
Time Trial ◽  
Low Achievers ◽  
High Achievers ◽  
Trial And Error ◽  
Achievement Level ◽  
Training Conditions ◽  
The Social

Four training conditions were investigated with human Ss differentiated according to high achievement and low achievement academic histories. Trainer's presence or absence was paired with conditions of trial and error and prompting in a complete factorial. It was hypothesized based on a Hull-Spence interpretation of social facilitation that trainer's presence with prompting during training would lead to superior transfer over conditions of trainer's absence and prompting, while the lowest transfer was expected with the combined condition of trainer's presence and trial and error. It was further assumed that high achievers would learn the task readily and be relatively unaffected by the four training conditions. On the transfer task for both fault-misses and response time trial and error for the low achievers was superior to prompting. Trainer's presence was insignificant, while achievement level was influential. The results suggested that active learning involving the task-activity of trial and error was more arousing than the social factor of the trainer's presence, particularly in view of the fact that the trainer lacked significant evaluative ability for the trainee- Ss in the laboratory setting.

Ekspektasi Pendaftaran Tanah Sistematis Lengkap Terhadap Faktor Sosial dan Ekonomi Masyarakat

Tunas Agraria ◽  
2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Wahyu Andi Kurniawan ◽  
Setiowati Setiowati ◽  
Theresia Supriyanti
Keyword(s):  
Social Factors ◽  
Social Factor ◽  
Economic Factor ◽  
Economic Factors ◽  
Public Expectations ◽  
The Social ◽  
Land Titling ◽  
Strong Relation ◽  
The Government ◽  
The Relationship

Abstract: The implementation of the PTSL Program by the government annually has the objective that all land parcels in Indonesia can be fully registered by 2025. One of the products of the implementation of the PTSL Program is the ownership of a land titling certificate that has social and economic impact on the community. Given the social and economic impacts of land rights certificates, the public's expectation of the PTSL Program will increase. This study aims to analyze the relationship and the influence of social and economic factors felt by the community with expectations on the implementation of PTSL in 2017. The research method used is quantitative by using a measure of Likert scale which is then analyzed based on correlation coefficient and regression so it is known that the relationship and the influence of social and economic factors with expectations of private universities. The result of this research is there is a significant correlation between social factor and economic factor with expectation to PTSL equal to 0,531 so that can be categorized as strong relation with significance value 0,000 <0,05. There is a significant influence between social factors and economic factors with expectations of PTSL of 0.298 with a significance value of 0.000 <0.05.Keywords: complete systematic land registry, public expectations, social and economic factor Intisari: Pelaksanaan Program PTSL oleh pemerintah setiap tahunnya memiliki tujuan agar seluruh bidang tanah di Indonesia dapat terdaftar seluruhnya pada tahun 2025. Salah satu produk dari pelaksanaan Program PTSL adalah kepemilikan sertipikat hak atas tanah yang memiliki dampak sosial dan ekonomi kepada masyarakat. Dengan adanya dampak sosial dan ekonomi dari sertipikat hak atas tanah maka harapan masyarakat terhadap Program PTSL akan semakin meningkat.Penelitian ini bertujuanmenganalisis hubungan dan pengaruh faktor sosial dan ekonomi yang dirasakan oleh masyarakat dengan ekspektasi terhadap pelaksanaan PTSL pada tahun 2017. Metode penelitian yang digunakan adalah kuantitatif dengan menggunakan alat ukur berupa skala likert yang kemudian dianalisis berdasarkan koefisien korelasi dan regresi sehingga diketahui besar hubungan dan pengaruh faktor sosial dan ekonomi dengan ekspektasi terhadap PTSL.Hasil penelitian ini yaitu terdapat hubungan yang signifikan antara faktor sosial dan faktor ekonomi dengan ekspektasi terhadap PTSL sebesar 0,531 sehingga dapat dikategorikan sebagai hubungan yang kuat dengan nilai signifikansi 0,000 < 0,05. Terdapat pengaruh yang signifikan antara faktor sosial dan faktor ekonomi dengan ekspektasi terhadap PTSL sebesar 0,298 dengan nilai signifikansi sebesar 0,000 < 0,05.Kata kunci: pendaftaran tanah sistematis lengkap, ekspektasi masyarakat, faktor sosial dan ekonomi

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