The relationship between physical education and sport values with self-reported personal and social responsibility behaviours

2020 ◽  
Vol 8 (4) ◽  
pp. 897-905
Author(s):  
Tarık Balci ◽  
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Social Responsibility ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
School Students ◽  
Sports Culture ◽  
The Subject ◽  
Personal And Social Responsibility ◽  
The Relationship

The aim of this research was to determine the level of values related to the subject of physical education and sport with self-reported personal and social responsibility behaviours in students studying in secondary school and to examine the relationship between them. For this purpose, this study, which was carried out with the participation of 1138 secondary school students from 13 different secondary schools in Balıkesir/Turkey, was conducted with a multi-factor predictive correlational design. “Physical Education and Sports Lesson Value Scale” and “Personal and Social Responsibility Behaviours Scale” were used in collecting the data. Pearson correlation analysis and multiple linear regression analysis were used in the analysis of the data. It was determined that students’ values related to the subject of physical education and sport with their self-reported personal and social responsibility behaviours were at a high level. When the mean scores in the sub-dimensions of the scale of values related to the subject of physical education and sport are examined, it is seen that the most important values were considered to be awareness and respect, in that order, and that the values with the lowest mean scores were sports culture and national culture and unity. According to the results of multiple linear regression analysis, the values of respect, awareness, healthy life and nutrition, national culture and unity, solidarity, and sports culture explained 42 and 47% of the variance personal and social responsibility, respectively. As a result, it can be said that physical education and sport values are important variables in predicting the self-reported personal and social responsibility behaviours of secondary school students.

scholarly journals Responsabilidad social, necesidades psicológicas básicas, motivación intrínseca y metas de amistad en educación física (Social responsibility, basic psychological needs, intrinsic motivation, and friendship goals in physical education)

Retos ◽  
2017 ◽  
pp. 134-139
Author(s):  
José Ignacio Menéndez Santurio ◽  
Javier Fernández-Río
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Intrinsic Motivation ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Northern Spain ◽  
Personal And Social Responsibility ◽  
Approach Goals

El objetivo de este estudio fue analizar la capacidad de predicción de la responsabilidad social, las necesidades psicológicas básicas y la motivación sobre la meta de aproximación a la amistad a partir de la Teoría de la Autodeterminación. Una muestra de 402 estudiantes (209 mujeres y 193 hombres; M = 14.20; DT = 1.52) de entre 12 y 18 años, procedentes de tres centros de educación secundaria del norte de España cumplimentaron un cuestionario que incluía la subescala de responsabilidad social del Cuestionario de la Responsabilidad Personal y Social (PSQR), la Escala de Necesidades Psicológicas Básicas en Educación Física (BPN-PE), la subescala de motivación intrínseca de la Escala del Locus Percibido de Casualidad (PLOC) y la subescala de aproximación-amistad del Cuestionario de Metas de Amistad (FGQ-PE). Los resultados del análisis de regresión lineal múltiple reflejaron que la responsabilidad social, las necesidades psicológicas básicas de relación y autonomía y la motivación intrínseca predecían significativamente la meta de aproximación-amistad. Estos resultados reflejan la importancia de crear contextos educativos en los que se potencie la responsabilidad social, las relaciones, la autonomía y la motivación intrínseca de los estudiantes con el objetivo de mejorar sus metas de amistad.Abstract. The goal of the present study was to assess social responsibility, basic psychological needs, and motivation towards friendship-approach goals within the Self-Determination Theory. A total of 404 students from three secondary schools of northern Spain (209 females and 193 males; M = 14.20; DT = 1.52), aged from 12 to 18 years, completed a questionnaire that included the social responsibility subscale of the Personal and Social Responsibility Questionnaire (PSQR), the Basic Psychological Needs in Physical Education Scale (BPN-PE), the subscale of intrinsic motivation of the Perceived Locus of Causality (PLOC), and the subscale of friendship-approach of the Friendship Goals Questionnaire in Physical Education (FGQ-PE). Results of multiple linear regression analysis showed that social responsibility, relatedness and autonomy, and intrinsic motivation significantly predicted friendship-approach goals. These results suggest the importance of creating educational contexts that can foster social responsibility, relatedness, autonomy, as well as students’ intrinsic motivation, with the aim to improve their friendship goals.

scholarly journals Psycho-administrative determinants for choice of physical education among senior secondary school students at external examination bodies

2021 ◽  
Vol 8 (2) ◽  
pp. 109-118
Author(s):  
Olusola Samson
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
Chi Square ◽  
Senior Secondary School ◽  
External Examination ◽  
Validated Questionnaire ◽  
The Subject ◽  
Senior Secondary

Empirical observations reveal low enrolment of senior secondary school students for physical education at external examination bodies. The poor rate of students' choice of the subject at this level is a matter of concern to professionals, given the fact of monumental benefits of physical education as a science subject to humanity. The study was conducted to examine how psycho-administrative factors influence the choice of physical education by senior secondary school students at external examination bodies (in Nigeria) to come up with modalities to increase enrolment of the subject at external examination bodies. Descriptive method was applied for the study due to large respondents involved. Self-developed validated questionnaire tagged psycho-administrative determinants for choice of physical education among senior secondary school students at external examination bodies (PADGPEAS) was applied for the research. Out of three thousand and twenty-four (3024) questionnaire forms administered, only two thousand and fifty (2950) copies completed and returned were coded for analysis, with the use of descriptive statistics of percentages and nonparametric statistics of Chi-square (x 2) at 0.05 level of significant. Results unraveled a remarkable influence of psycho-administrative variables on the choice at physical education among senior secondary school students at external examination bodies. Based on this outcome, it is suggested that utilization of variety of methods by physical education teachers will go a long way to kindle the interest of the students for the subject. Enlightenment of students and parents on the values of physical education will facilitate remarkable positive attitude of both parts that relocate their position in favor of the subject.

Measuring Students’ Perceptions of Personal and Social Responsibility and the Relationship to Intrinsic Motivation in Urban Physical Education

2008 ◽  
Vol 27 (2) ◽  
pp. 167-178 ◽  
Author(s):  
Weidong Li ◽  
Paul M. Wright ◽  
Paul Bernard Rukavina ◽  
Molly Pickering
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Intrinsic Motivation ◽  
Teaching Practice ◽  
Factor Model ◽  
Physical Education Teachers ◽  
Validity And Reliability ◽  
School Students ◽  
Confirmatory Factor ◽  
Personal And Social Responsibility

The purpose of the current study was to test the validity and reliability of a two-factor model of the Personal and Social Responsibility Questionnaire (PSRQ) and examine the relationships between perceptions of personal and social responsibility and intrinsic motivation in physical education. Participants were 253 middle school students who completed the questionnaires. The results from a confirmatory factor analysis and internal consistency suggest the two-factor PSRQ is valid and reliable for assessing students’ perceptions of personal and social responsibility in physical education. The correlational analysis suggests that participants with higher levels of personal and social responsibility were likely to enjoy physical education more. An important implication for teaching practice is that, to encourage all individuals to be intrinsically motivated to participate in physical education, physical education teachers need to empower students with choices and voices, focus them on effort and self-direction in physical education, and create a respectful and caring learning environment.

scholarly journals Organizational Culture, Communication and Leadership Style on Job Satisfaction

2018 ◽  
Vol 7 (4) ◽  
pp. 01
Author(s):  
Anak Agung Ngurah Gede Sadiartha ◽  
Sunday Ade Sitorus
Keyword(s):  
Job Satisfaction ◽  
Organizational Culture ◽  
Secondary School ◽  
Leadership Style ◽  
School Principals ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Research Data ◽  
The Subject

This research aims to investigate the effect of the role of organizational culture, communication and leadership style on job satisfaction. The object of this research is Senior High Schools (SMA)/Vocational Secondary School (SMK)/MAN, while the subject are 55 School Principals. Four variables from the research data were gathered through instruments in the form valid and reliable questionnaires. Statistical Analysis of the research data used multiple linear regression analysis with the significance in accordance with the output of SPSS 22.0. Findings indicated that organizational culture has an effect but not significant on job satisfaction, while communication has a significant effect on job satisfaction, and leadership style has a significant effect on job satisfaction, variable of organizational culture, communication and leadership style has a significant effect on job satisfaction

scholarly journals Variables predictoras de la motivación deportiva en estudiantes de secundaria federados y no federados (Variables predicting sports motivation in federated and non-federated high school students)

Retos ◽  
2019 ◽  
pp. 58-65
Author(s):  
Paloma Escamilla Fajardo ◽  
Mario Alguacil Jiménez ◽  
María Huertas González-Serrano
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Extrinsic Motivation ◽  
Motivational Climate ◽  
School Students ◽  
Healthy Habits ◽  
The Subject ◽  
Practical Implications

La práctica físico-deportiva genera numerosos beneficios para la salud, siendo la adolescencia uno de los periodos clave para la adquisición de estos hábitos. Por consiguiente, la materia de Educación Física es un escenario ideal para ello, encontrándose relación entre diversas variables (motivación deportiva, importancia de la Educación Física y clima motivacional), con la continuidad de la práctica físico-deportiva. Sin embargo, son escasos los estudios que han analizado la influencia que tiene practicar deporte de forma federada o no federada en estas variables. Es por ello, que los objetivos de este estudio son conocer las diferencias existentes en la motivación deportiva, el clima motivacional en las clases de Educación Física y la importancia que se le otorga a las clases de Educación Física, teniendo en cuenta si el alumno está federado en algún deporte o no, y averiguar si existen diferencias en las variables predictoras de la motivación deportiva intrínseca y extrínseca, dependiendo de si están federados. Se ha analizado una muestra compuesta por 267 estudiantes de secundaria, utilizándose como instrumento de medida un cuestionario. Los resultados muestran que existen diferencias en la motivación extrínseca y la importancia de la Educación Física según si los adolescentes practican deporte de forma federada o no. Además, aunque las variable predictoras de la motivación deportiva tanto intrínseca como extrínseca son las mismas para ambos grupos, la importancia de estas variables varía según si los adolescentes estaban federados o no. Por último, se presentan una serie de conclusiones e implicaciones prácticas para el diseño de las clases de Educación Física.Abstract. Physical-sports practice generates numerous health benefits, adolescence being one of the key periods for the acquisition of healthy habits. Therefore, the subject of Physical Education is an ideal scenario for it, as relations between diverse variables (sports motivation, importance of Physical Education and motivational climate) and the continuity of the physical-sports practice can be found in it. However, few studies have analysed the influence of practising sports in a federated or non-federated way on these variables. It is for this reason that the objectives of this study are: to know the existing differences in sports motivation, motivational climate in Physical Education classes, and importance given to Physical Education classes, taking into account whether the students are federated in any sport or not; and to find out whether there are differences in the variables predicting intrinsic and extrinsic sports motivation, depending on whether the students are federated. A sample of 267 secondary school students was analysed using a questionnaire as the measuring instrument. The results show that there are differences in the extrinsic motivation and importance of physical education depending on whether adolescents practice sport in a federated way or not. In addition, although the predictors of both intrinsic and extrinsic sports motivation are the same for both groups, the importance of these variables varies according to whether adolescents were federated or not. Finally, a series of conclusions and practical implications for the design of Physical Education classes are presented.

Secondary School Students’ Opinions on the Selected Problems at PE Lessons

2014 ◽  
Vol 23 (1-2) ◽  
pp. 39-58
Author(s):  
Branislav Antala ◽  
Jaromír Šimonek ◽  
Natália Czaková
Keyword(s):  
Physical Education ◽  
Young People ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Research Paper ◽  
School Students ◽  
The Subject ◽  
The Difference

Abstract Research paper deals with the opinions of students of secondary schools on physical education lessons at school. The aim was to find out various aspects of education such as popularity, demandingness, importance of the subject, feelings and emotions during PE lessons, and sport preferences of young people. The results have shown that the opinions of students on popularity, significance, talent, motivation and effort exerted during PE lessons were more positive than negative. Boys stated that they consider the subject not difficult, popular, and they show effort at lessons. Girls stated that the subject is not demanding, popular, but in a smaller degree than boys. Girls marked the subject as less importantn they show less talent for it and are less motivated for it than boys. As to boys, PE & Sport lessons evoke always or mostly emotions, while the answers of girls oscillated between mostly emotional, sometimes emotional or sometimes unemotional. Difference between the answers of boys and girls was statistically significant on the level of p<0,05. The answers of boys and girls to the question concerning cancellation of a PE lesson were oscillating between the values 2 and 3 (I am often happy; my opinion is indifferent), despite the fact that they stated in the questionnaire that they mostly feel well at PE lessons. The difference between both genders is statistically significant on the level of p<0,05. The answers of boys and girls to the question concerning satisfaction with the content of PE lessons oscillated between the values 2 and 3 (satisfied; partially satisfied, partially not satisfied). Generally we can state that the answers of students were more positive than negative. The difference between the answers of both genders is not statistically significant on the level of 0,05 (p=0,07). The answers to the question concerning the quality of PE lessons oscillated between the values 2-3 (mostly of good quality, changing quality). Boys presented a little more positive answers than girls, however, the difference between both genders is not statistically significant on the level of 0,05 (p=0,411).

scholarly journals Knowledge Management Process as a Predictor on Organizational Performance in Dubai Government Departments

2019 ◽  
Vol 2 (1) ◽  
pp. 47
Author(s):  
Nek Kamal Bin Yeop Yunus ◽  
Mohamed Saif Rashid
Keyword(s):  
Knowledge Management ◽  
Organizational Performance ◽  
Empirical Studies ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Analytical Framework ◽  
Point Of View ◽  
The Subject ◽  
Governmental Institutions ◽  
The Relationship

In recent years, the concept of Knowledge Management has expanded widely in government and private sectors. The last five years have witnessed intensive discussions on Knowledge Management and its importance. The aim of this study is to examine the relationship between Knowledge Management and its aspects and its impact on the performance of the governmental institutions in the Emirate of Dubai from the point of view of the managers of these institutions. This study attempts to use the analytical descriptive method to address the subject of the research. In this light, the analytical framework drawn integrates these approaches and can be applied in empirical studies. The study uses the questionnaire in data collection, which is valid and reliable according to the Cronbach’s Alpha value. A Multiple linear regression analysis has been used to predict the OP based on KG, KSR and KST. The findings showed that KG, KSR and KST were the key predictors of OP as these explained 49.6% of the total variance in Model.

scholarly journals Relationship Between Personal and Social Responsibility and the Roles Undertaken in Sport Education

2021 ◽  
Vol 40 (1) ◽  
pp. 76-85
Author(s):  
Eva Guijarro ◽  
Ann MacPhail ◽  
Sixto González-Víllora ◽  
Natalia María Arias-Palencia
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Elementary School Students ◽  
Personal Characteristics ◽  
Sixth Grade ◽  
Sport Education ◽  
School Students ◽  
Sixth Grade Students ◽  
Personal And Social Responsibility ◽  
The Impact

Purpose: To examine the impact of undertaking roles in Sport Education on responsibility levels of elementary school students. Method: Forty-one fifth- and sixth-grade students participated in a 15-lesson season. Students undertook five different roles into the Sport Education season and presented differing initial perceived responsibility scores. Results: Results in this study convey students’ responsibility improvements for both personal and social responsibility during a season of Sport Education. There are differences in students with low perceived responsibility depending on the role they undertake, whereas students with high perceived responsibility do not present any difference according to the role they perform. Conclusion: In the physical education context, the teachers have to consider the personal characteristics of the students in the process of mapping students to roles.

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