The Effect of the Computer Anxiety Levels of Physical Education Teachers on Distance Education Competence: Structural Equation Model Analysis

2021 ◽  
Vol 11 (1) ◽  
pp. 112
Author(s):  
Hacer Ozge Baydar Arican
Keyword(s):  
Distance Education ◽  
Physical Education ◽  
Technology Use ◽  
Structural Equation ◽  
Computer Anxiety ◽  
Equation Model ◽  
Anxiety Scale ◽  
Physical Education Teachers ◽  
Anxiety Levels ◽  
The Individual

The aim of the present study was to examine the effects of the computer anxiety levels of physical education teachers on distance education competencies during the Covid-19 pandemic process with a structural equation model. The study group consisted of a total of 141 physical education teachers, 60 of whom were female (42.6%) and 81 male (57.4%), who worked in private or public schools in Ankara, and who were selected with the convenient sampling method. In the study, the Distance Education Competencies Scale of Physical Education Teachers”, “Computer Anxiety Scale” and the Individual Information Form were utilized as the measurement tool. The “Distance Education Competencies Scale of Physical Education Teachers” that consisted of two sub-dimensions of “Planning and Technology Use” and “Implementation and Evaluation” consisting of 18 items in a 5-point Likert structure. In addition, the “Computer Anxiety Scale” that consisted of 10 items, 5 positive and 5 negative, as well as the Individual Information Form, which was prepared by the researcher to collect data in the study. Frequency Analysis, Kolmogorov Smirnov Test, Independent Groups t-test and One-Way Analysis of Variance were used in the analysis of the data, regression and structural equation modeling were used to analyze the effects of computer anxiety on distance education competencies. Also, Cronbach’s Alpha Coefficients were obtained to determine the reliability levels of the scale and its sub-dimensions; and it was found that the reliability of the scale and its sub-dimensions was at a sufficient level. Analyzes were performed by using the SPSS 20.0 and Amos 16.00 Software at a 95% Confidence Interval level. When the study findings were evaluated, no significant differences were detected between computer anxiety levels and distance education competencies in different age groups, education levels and institution types. According to the gender variable, the computer anxiety levels of male teachers were found to be at significant levels higher than those of female teachers. When the comparisons according to the branches were examined, the computer anxiety levels differed at significant levels according to the branch types (p<0.05) and the sub-dimensions of the distance education competency scale did not differ at significant levels according to the branch types (p>0.05). When the other variables were examined, the sub-dimensions of the distance education competency scale differed at significant levels according to school levels and professional seniority years (p<0.05) and the computer anxiety scale scores did not differ at significant levels according to school levels and professional seniority years (p>0.05). According to the regression model that was created to determine the effects of computer anxiety levels on distance education qualifications, it was found that computer anxiety did not have any significant impacts on planning and technology use, implementation and evaluation sub-dimensions (p>0.05).

Assessment of Teacher Attitudes Toward Inclusion of Students with Disabilities: A Confirmatory Factor Analysis

1997 ◽  
Vol 14 (1) ◽  
pp. 51-64 ◽  
Author(s):  
Georgios D. Sideridis ◽  
Judy P. Chandler
Keyword(s):  
Physical Education ◽  
Music Education ◽  
Students With Disabilities ◽  
Structural Equation ◽  
Structural Model ◽  
Equation Modeling ◽  
Future Research ◽  
Physical Education Teachers ◽  
The Status ◽  
Fit Index

The Teacher Integration Attitudes Questionnaire (TIAQ) was developed in order to assess the attitudes and beliefs of teachers (n = 110) with regard to the inclusion of students with disabilities in regular education settings. Using Structural Equation Modeling, the final structural model of the TIAQ comprised four constructs, namely, “Skills,” “Benefits,” “Acceptance,” and “Support.” The final model was fully supported by the derivation sample of music education teachers (n = 54) and produced a Comparative Fit Index (CFI = 1.00). The replication sample of physical education teachers (n = 56) partially supported the generality of the TIAQ, (CFI = .844). Further, the internal consistency properties of the TIAQ (Cronbach’s alpha was .77 for both samples) were satisfactory. We conclude that the psychometric properties of the TIAQ were adequate, and it can be used as a valid assessment in evaluating the status of inclusion for students with disabilities as perceived by music education and physical education teachers. However, future research is needed to support its generality with other groups of teachers and professionals.

A qualitative exploration of technology use among preservice physical education teachers in a secondary methods course

2021 ◽  
Vol 105 ◽  
pp. 103400
Author(s):  
Ashley Phelps ◽  
Jeffrey Colburn ◽  
Michael Hodges ◽  
Robert Knipe ◽  
Brooke Doherty ◽  
...  
Keyword(s):  
Physical Education ◽  
Technology Use ◽  
Methods Course ◽  
Physical Education Teachers ◽  
Secondary Methods ◽  
Qualitative Exploration

scholarly journals Initial Validation of the Teacher-Created Empowering and Disempowering Motivational Climate Questionnaire in Physical Education

2018 ◽  
Vol 37 (4) ◽  
pp. 340-351 ◽  
Author(s):  
Daniel Milton ◽  
Paul R. Appleton ◽  
Anna Bryant ◽  
Joan L. Duda
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Structural Equation ◽  
Factor Model ◽  
Motivational Climate ◽  
Equation Modeling ◽  
Physical Education Teachers ◽  
Parameter Estimates ◽  
Two Samples ◽  
Secondary School Pupils

Purpose: Guided by Duda’s hierarchical conceptualization of the motivational climate that draws from self-determination and achievement goal theories, this study provides initial evidence of the psychometric properties of the Empowering and Disempowering Motivational Climate Questionnaire in physical education (EDMCQ-PE). Method: Questionnaire based with two samples of Welsh secondary school pupils. Results: Exploratory structural equation modeling provided a better fit of the data to the hypothesized model than confirmatory factor analysis. Moreover, a two-factor composite (i.e., empowering and disempowering) lower-order model provided an acceptable fit and clear parameter estimates. This two-factor model also demonstrated scalar gender measurement invariance. Discussion: The evidence from this study suggests the EDMCQ-PE is a promising scale for the assessment of secondary school pupils’ perceptions of the empowering and disempowering features of the motivational climate created by their physical education teachers. Conclusion: Moving forward, the statistical approach employed in this paper can inform future studies that develop questionnaire methodology in physical education and from an applied perspective; the EDMCQ-PE can be used by researchers and teachers to assess the motivational climate in PE and help inform the pedagogy underpinning teachers’ classes.

scholarly journals Self-esteem, social comparison, and Facebook use

2018 ◽  
Vol 14 (4) ◽  
pp. 831-845 ◽  
Author(s):  
Elisa Bergagna ◽  
Stefano Tartaglia
Keyword(s):  
Social Interaction ◽  
Social Comparison ◽  
Technology Use ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Self Esteem ◽  
Self Report ◽  
Individual Traits ◽  
Facebook Use ◽  
The Individual

Facebook use is very popular among young people, but many open issues remain regarding the individual traits that are antecedents of different behaviours enacted online. This study aimed to investigate whether the relationship between self-esteem and the amount of time on Facebook could be mediated by a tendency towards social comparison. Moreover, three different modalities of Facebook use were distinguished, i.e., social interaction, simulation, and search for relations. Because of gender differences in technology use and social comparison, the mediation models were tested separately for males and females. Data were collected by means of a self-report questionnaire with a sample of 250 undergraduate and graduate Italian students (mean age: 22.18 years). The relations were examined empirically by means of four structural equation models. The results revealed the role of orientation to social comparison in mediating the relations between low self-esteem and some indicators of Facebook use, i.e., daily hours on Facebook and the use of Facebook for simulation. For females, the use of Facebook for social interaction was directly influenced by high self-esteem and indirectly influenced by low self-esteem. Globally, the dimension of social comparison on Facebook emerged as more important for females than for males.

The learning environment in upper secondary school physical education: The student perspective

2020 ◽  
Author(s):  
Aron Gauti Laxdal
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Learning Environment ◽  
Physical Education Teachers ◽  
Learning Support ◽  
Upper Secondary School ◽  
New Instrument ◽  
Upper Secondary ◽  
The Subject ◽  
The Individual

The overreaching aim of this thesis was to gain a better understanding of the students’ perceptions of the learning environment in upper secondary school physical education, with special focus on marginalized subgroups. More specifically, the intention was to explore whether students perceived their learning environment differently depending on their teachers’ gender, the learning support they received or the perceived competence they had. Despite the learning environment being a well-researched phenomenon in the more academic school subjects, there was a substantial knowledge gap concerning its influence in physical education. The individual works that form this ensemble aimed to occlude some of those gaps. In an effort to achieve the aforementioned aims, a new instrument measuring teacher learning support in the physical education context was also constructed and validated. The chosen methodology for the thesis was cross-sectional, comprising of a multicomponent self-report questionnaire. The data was analyzed using various analytical tools, including structural modeling analysis and MANCOVA between group comparisons. The participants were 1133 upper secondary school students (Mage = 17.2, SD = 0.86) from Norway (n = 554) and Iceland (n = 579), and 17 Norwegian PE teachers (11 males, 6 females). The sampling of participants was performed using a stratified procedure representing both urban, suburban and rural settlements. Multiple steps were taken to ensure adequate sample representability. The collective results of the individual papers indicate that the current organizational trends in PE are more in line with the needs of the highly competent students, and less so with the needs of the less competent students. This tendency intensifies the differences between these groups and may be one of the primary drivers behind the negative relationship between age and appreciation for the subject. Further, the students do not appear to be self- regulating their learning to the same extent as they are in other subjects, despite the teachers efforts to facilitate the behavior. The cause of this discrepancy likely being PE’s reputation as a recreational subject, underlined by the absence of homework and the playful nature of the lessons. Additionally, the role of the teacher’s gender in influencing the PE experience seems to be exaggerated. Gender matching and positive discrimination of female PE teachers are therefore unlikely to improve the learning environment of female students. The concluding recommendations are multitudinous and include suggestions to all the stakeholders of the subject. They include an appeal to the policymakers to rely more heavily on the body of research when implementing or adjusting policy, a plea to the teaching institutions educating the physical education teachers to emphasize formative teaching practices to a greater extent in their program, in order to promote learning behavior, and a call to the physical education teachers to address the various challenges related to the less interested and less competent students by reducing the benefits of sporting experience and ameliorating the current curriculum implementations by introducing more non-traditional sports and activities.

Influence of Individual Characteristic and Organization Climate on Job Satisfaction and Its Impact on Employee Performance

2016 ◽  
Vol 8 (4) ◽  
Author(s):  
Agustina Hanafi
Keyword(s):  
Job Satisfaction ◽  
Organizational Climate ◽  
Structural Equation ◽  
Census Data ◽  
Employee Performance ◽  
Skill Training ◽  
Equation Model ◽  
Individual Characteristics ◽  
The Individual ◽  
Dominant Influence

The purpose of this study is to identify and analyse the influence of the individual characteristics and organization climate on job satisfaction and its impact on employee performance of PT. PLN (Persero) Region-S2JB Branch Lahat. This study takes 107 people as a sampling that conducted by census. Data analysis was performed with the Structural Equation Model (SEM) using Lisrel software. There are positives and significants effect in partially and simultaneously of individual characteristics variable and organization climate on job satisfaction and its impact on employee performance. Individual characteristics have dominant influence on job satisfaction and its impact to employee performance. The implications of managerial suggests, to increase employee performance is with increase in individual characteristics, organizational climate, and job satisfaction of employee. Individual characteristics can be enhanced by providing interpersonal skill training and placement employee according their skills. Besides, organizational climate can be increased with repairing work tools. Finally, to increase job satisfaction, training leadership for chairman can be provided.  

scholarly journals A Structural Equation Model for Analysis of Factors Associated with the Choice of Engineering Degrees in a Technical University

2013 ◽  
Vol 2013 ◽  
pp. 1-7 ◽  
Author(s):  
Antonio Hervás ◽  
Joan Guàrdia Olmos ◽  
Maribel Peró Cebollero ◽  
Roberto Capilla Lladró ◽  
Pedro Pablo Soriano Jiménez
Keyword(s):  
Structural Equation ◽  
Structural Model ◽  
New Technologies ◽  
Equation Model ◽  
First Year ◽  
First Year Students ◽  
Engineering Degree ◽  
First Choice ◽  
The Individual

Many different factors are taken into account by students when choosing a degree and university. Some of these are general considerations, such as the quality of the degree course (ratio of available places/places in first choice, cut-off mark, etc.), while others are subjective factors (e.g., friends doing the same course). This paper presents a partial multivariate model that considers the weight of the different variables linked to this decision, as identified in the bibliography. We analyzed four samples of first-year students (totaln=1790) from different engineering degree courses at the Universitat Politècnica de València (UPV) in the 2010-2011 and 2011-2012 academic years. All the students involved in the study had chosen this university and their courses as their first option. The overall effect shows that the structural model adjusts reasonably well to the different engineering courses analyzed. Similarly, the individual models for each engineering degree manage to identify the different effects involved. In the case of the engineering degree based on new technologies (ICT), the statistical effects are much greater and more statistically significant than in the other three branches of engineering considered. Social and individual factors were seen to have more impact on the choice of ICT degrees at the UPV.

Sign in / Sign up

Export Citation Format

Share Document