scholarly journals Er gutter bedre enn jenter i kroppsøving? -En studie av jenter og gutters kroppsøvingskarakterer i den videregående skolen

2017 ◽  
Vol 11 (1) ◽  
pp. 5
Author(s):  
Pål Lagestad
Keyword(s):  
Physical Education ◽  
Well Being ◽  
The Other ◽  
Gender Composition ◽  
Second Best ◽  
Physiological Conditions ◽  
School Year ◽  
Study Programme ◽  
And Gender ◽  
Using Data

Forskning peker på at kroppsøvingsfaget i den norske skolen synes å være en arena som flere gutter enn jenter finner attraktiv. Vi vet imidlertid lite om hvor-dan dette gir seg utslag i karakteren i kroppsøving. Ved hjelp av data ved-rørende alle de 6928 elevene som var registrert med kroppsøving i den videre-gående skolen i Nordland skoleåret 2010/11, ser denne studien nærmere på hvordan kroppsøvingskarakteren varierer i forhold til kjønn, og hvor ulike studieretninger og kjønnssammensetninger blir trukket inn i analysene. Resul-tatene viser at guttene fikk signifikant bedre karakterer i kroppsøving enn jentene, noe som gir utslag i at gutter i større grad enn jenter fikk toppkarak-teren 6, men også nest beste karakter 5. Flere jenter enn gutter fikk karakteren 3. Det er påfallende hvordan dette mønsteret viste seg å være stabilt, uavhengig av studieretning og kjønnssammensetning, noe som indikerer at denne vurder¬ingspraksisen ikke er tilfeldig. På bakgrunn av funnene og tidligere forskning blir det stilt spørsmål ved om gutters fysiske overlegenhet gis et fortrinn i karak¬tersettingen, ved at flere gutter enn jenter får toppkarakterene. Det blir videre argumentert for at funnene også kan være et resultat av at jenter generelt opp¬lever mindre trivsel i kroppsøvingen, noe som kan gi seg utslag i mindre deltak¬else og innsats i kroppsøving. Mer forskning omkring kroppsøvingslæreres vur¬deringspraksis må utføres før en med sikkerhet kan forklare funnene i studien.Nøkkelord: kroppsøving, karakter, kjønn, vurderingAbstractResearch indicates that physical education is more attractive to boys than girls. However, we do not know much about how this may affect grades given in physical education among girls and boys. Using data from all the 6928 students who took physical education in high schools in Nordland county in the school year 2010/2011, the study seeks to investigate how gender affects the grades in physical education among girls and boys, adjusted for type of classes and classes with more than 80 percent boys or girls. The results show that boys get significantly better marks than girls in physical education, and that more boys than girls are getting the best mark 6, and also the second best mark 5. On the other hand, more girls than boys are getting the mark 3. These patterns appear in every type of class, independent of study programme and gender composition. It is argued that boys have better physiological conditions than girls, which may contribute to explaining a higher level of marks 5 and 6. Another possible explanation is that research has shown that girls experience less well-being in physical education, and that this may contribute to less effort during physical education. More research is needed to clarify the findings in the study.Keywords: physical education, mark, gender, assessment

scholarly journals Is valuing happiness associated with lower well-being? A factor-level analysis using the valuing happiness scale

2016 ◽  
Author(s):  
Maike Luhmann ◽  
Elizabeth A. Necka ◽  
Felix D. Schönbrodt ◽  
Louise Hawkley
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Theoretical Foundation ◽  
Well Being ◽  
The Other ◽  
Factor Level ◽  
Confirmatory Factor ◽  
Positive Correlations ◽  
Using Data ◽  
Level Analysis

Recent studies suggest that valuing happiness is negatively associated with well-being. Most of these studies used the Valuing Happiness Scale (Mauss, Tamir, et al., 2011). In the present paper, we examined the factor structure of this scale using data pooled from six independent samples (Ntotal = 938). Exploratory and confirmatory factor analysis showed that the Valuing Happiness Scale is not unidimensional and that only one of its three factors correlates negatively with various indicators of well-being, whereas non-significant or positive correlations were found for the other factors. These findings indicate that valuing happiness may not necessarily be bad for one’s well-being, and call for a better definition, theoretical foundation, and operationalization of this construct.

Romantic Relationship Status and Emerging Adult Well-Being: Accounting for Romantic Relationship Interest

2018 ◽  
Vol 7 (4) ◽  
pp. 304-308 ◽  
Author(s):  
Jonathon J. Beckmeyer ◽  
Shannon Cromwell
Keyword(s):  
Life Satisfaction ◽  
Depressive Symptoms ◽  
Emerging Adults ◽  
Romantic Relationship ◽  
Emerging Adult ◽  
Well Being ◽  
The Other ◽  
Relationship Status ◽  
Using Data

Using data from 744 unmarried emerging adults, we tested the associations between their romantic relationship status and well-being while accounting for single participants’ romantic relationship interest. Specifically, we compared the depressive symptoms, life satisfaction, and loneliness of those who were (1) romantically involved, (2) single not/slightly interested in a romantic relationship, and (3) single very interested in a romantic relationship. The single very interested group reported greater depressive symptoms than those in the other two groups, who did not differ from each other. Emerging adults in the romantically involved group reported greater life satisfaction than both groups of single participants who did not differ from one another. Those in the romantically involved group reported less loneliness than both groups of single emerging adults, and the single not/slightly interested group reported less loneliness than the single very interested group. Results are discussed within the context of emerging adult romantic development.

scholarly journals EXPLORING THE MULTIDIMENSIONAL BIOPSYCHOSOCIAL PATHWAYS LINKING SOCIAL STATUS AND HEALTH AMONG OLDER ADULTS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S818-S818
Author(s):  
Heather R Farmer ◽  
Amy Thierry ◽  
Linda A Wray
Keyword(s):  
Older Adults ◽  
Social Status ◽  
Well Being ◽  
The United States ◽  
Physical And Mental Health ◽  
Race And Gender ◽  
Reactive Protein ◽  
Race Ethnicity ◽  
And Gender ◽  
Using Data

Abstract An abundant literature has documented the social patterning of health, where those with lower social status experience poorer outcomes relative to those with higher status. This symposium examines how social status (e.g., age, race/ethnicity, gender, and SES) impacts various aspects of midlife and older adults’ lives and their psychological and physical health. The research presented in this symposium lend support to utilizing a biopsychosocial framework for understanding mechanisms of health and aging. First, Heather Farmer et al. will explore race and gender differences in elevated C-reactive protein (CRP), a marker of inflammation linked to poor acute and chronic outcomes, using data from the Health and Retirement Study (HRS). Linda Wray and Amy Thierry will use HRS data to test whether race/ethnicity and sex interact to produce unequal outcomes in functional status. Jen Wong et al. will utilize data from the Midlife in the United States (MIDUS) survey to investigate the moderating influences of age, gender, marital status, and social support on caregiving and psychological well-being. Collin Mueller and Heather Farmer will use HRS data to examine how perceptions of unfair treatment are associated with healthcare satisfaction and self-rated health across Black, Latinx, and White subpopulations. Taken together, this work highlights the need for a comprehensive approach to better address physical and mental health disparities over the life course. After attending this session, participants will have a stronger understanding of how social status shapes important outcomes in older adults’ lives and some of the mechanisms responsible for these variations.

scholarly journals Marital Biography, Social Security Receipt, and Poverty

2016 ◽  
Vol 39 (1) ◽  
pp. 86-110 ◽  
Author(s):  
I-Fen Lin ◽  
Susan L. Brown ◽  
Anna M. Hammersmith
Keyword(s):  
Social Security ◽  
Well Being ◽  
Diverse Range ◽  
Never Married ◽  
Poverty Status ◽  
And Gender ◽  
Using Data ◽  
Social Security Benefits ◽  
To Receive ◽  
Economic Well Being

Increasingly, older adults are unmarried, which could mean a larger share is at risk of economic disadvantage. Using data from the 2010 Health and Retirement Study, we chart the diverse range of marital biographies, capturing marital sequences and timing, of adults who are age eligible for Social Security and examine three indicators of economic well-being: Social Security receipt, Social Security benefit levels, and poverty status. Partnereds are disproportionately likely to receive Social Security and they enjoy relatively high Social Security benefits and very low poverty levels. Among singles, economic well-being varies by marital biography and gender. Gray divorced and never-married women face considerable economic insecurity. Their Social Security benefits are relatively low, and their poverty rates are quite high (over 25%), indicating Social Security alone is not sufficient to prevent these women from falling into poverty. By comparison, gray widoweds are the most advantaged singles.

scholarly journals Representations and Realization of Written Planning of PSE Teachers in Tunisia

2021 ◽  
Vol 10 (1) ◽  
pp. 63
Author(s):  
Ben Chaifa Mounira ◽  
Abd Elmajid Naceur ◽  
Elloumi Mohamed
Keyword(s):  
Physical Education ◽  
Lesson Planning ◽  
Active Phase ◽  
The Other ◽  
Initial Training ◽  
Teaching Approaches ◽  
Learning Situation ◽  
The Difference ◽  
And Gender ◽  
Teaching Learning

Planning is an act of anticipation carried out by the teacher during the pre-active phase to prioritize the pedagogical and didactic teaching approaches. On the other hand, in the teaching field, the teaching-learning situation is also complex to be identified by simple planning. In this study, we seek to explain the influence of gender and the seniority of physical education and sports (PSE) teachers on representations of written lesson planning and its management in the field. We collaborated with 20 PSE teachers and 10 trainee students in initial training in secondary schools. We filmed practical sessions and we carried out two types of interviews with the participants and we analyzed the content of the written plans of the participants in our experiment. Our results show that the professional seniority and the gender of the PSE teacher do not modulate the representations that are made of the written planning of the lesson. However, in practice, the teacher's representations of written planning are not always consistent with their realization on the ground. The difference between teachers' representations of the PSE teacher's written planning and their teaching practices is dependent on the professional seniority and gender of the acting person. The actions of the actor are shaped by the aspects inherent in the learning situation, the actions of the teacher are therefore contextualized.

Well-being: between gender inequalities and health

2012 ◽  
pp. 98-119
Author(s):  
Rita Biancheri
Keyword(s):  
Well Being ◽  
Personal History ◽  
The Other ◽  
Gender Inequalities ◽  
Sex And Gender ◽  
Welfare Systems ◽  
Life Context ◽  
And Gender ◽  
The One ◽  
Sick Individual

Up to now, in the traditional biomedical paradigm the terms "sex" and "gender" have either been used synonymously and the insertion of gender among the determining elements of conditions of wellbeing/disease has been difficult, and obstructed by disciplinary rigidities that retarded the acceptance of an approach which had already been largely found to be valid in other areas of research. The effected simplification demonstrated its limitations in describing the theme of health; but if, on the one hand, there has been a growing awareness of a subject which can in no way be considered "neutral", on the other hand there continues to be insufficient attention, both in theoretical analysis and in empirical research, given to female differences. The article is intended to support that the sick individual is a person, with his/her genetic heritage, his/her own cultural acquisitions and personal history, and own surrounding life context; but these and similar factors have not traditionally been taken into consideration by official medicine and welfare systems, despite a hoped-for socio-health integration.

scholarly journals Emociones negativas del alumnado de Secundaria en el aprendizaje de baloncesto en Educación Física (Negative emotions of Secondary school students in learning basketball in Physical Education)

Retos ◽  
2021 ◽  
pp. 362-372
Author(s):  
Felipe Nicolás Mujica Johnson
Keyword(s):  
Physical Education ◽  
Negative Emotions ◽  
Motor Task ◽  
Well Being ◽  
Male Students ◽  
Research Approach ◽  
Subjective Well Being ◽  
Structured Interviews ◽  
School Students ◽  
And Gender

  El estudio de las emociones en Educación Física cada vez es más frecuente y se debe al giro afectivo que se está desarrollando en el ámbito educativo. El objetivo de esta investigación fue analizar la percepción y atribución del alumnado sobre las emociones negativas para el bienestar subjetivo durante la práctica de baloncesto en educación física, según el tipo de tarea motriz, el género y el centro educativo. El enfoque de la investigación es de tipo cualitativo, con un diseño interpretativo y fenomenológico. Participaron 20 alumnas y 24 alumnos pertenecientes a dos centros educativos de la ciudad de Madrid. Para la recogida de datos se utilizaron entrevistas semi-estructuradas y diarios personales. Los datos obtenidos fueron sometidos a un análisis de contenido deductivo-inductivo con el programa informático Atlas.ti 7.5. Los resultados muestran 18 códigos o atribuciones emocionales, los cuales incluyen significados sobre emociones negativas como enfado, vergüenza, aburrimiento, angustia, nerviosismo, miedo, inseguridad, tristeza y frustración. Según el tipo de tarea motriz y el género, destacaron códigos sobre la competencia deportiva. En función del centro educativo, destacaron códigos en torno a la experiencia deportiva. Se concluye que, para promover el bienestar subjetivo del alumnado en las prácticas de baloncesto en educación física, podría ser adecuado evaluar las emociones, aplicar una enseñanza adaptativa e innovar con modelos alternativos de enseñanza deportiva. Abstract: The study of emotions in Physical Education is becoming more frequent and is due to the affective turn that is being developed in the educational field. The objective of this research was to analyze the perception and attribution of students on negative emotions for subjective well-being during the practice of basketball in physical education, according to the type of motor task, gender and educational center. The research approach is qualitative, with an interpretative and phenomenological design. 20 female students and 24 male students from two educational centers in the city of Madrid participated. For data collection, semi-structured interviews and personal diaries were used. The data obtained were subjected to a deductive-inductive content analysis with the Atlas.ti 7.5 computer program. The results show 18 codes or emotional attributions, which include meanings about negative emotions such as anger, shame, boredom, anguish, nervousness, fear, insecurity, sadness and frustration. According to the type of motor task and gender, codes on sports competition stood out. Depending on the educational center, they highlighted codes around the sports experience. It is concluded that, to promote the subjective well-being of students in basketball practices in physical education, it could be appropriate to evaluate emotions, apply adaptive teaching and innovate with alternative models of sports teaching.

scholarly journals Economic conditions of stepfamilies from a cross-national perspective

2011 ◽  
Vol 23 (2) ◽  
pp. 128-153
Author(s):  
Michaela Kreyenfeld ◽  
Valerie Martin
Keyword(s):  
Russian Federation ◽  
Well Being ◽  
Economic Conditions ◽  
Nuclear Families ◽  
Family Types ◽  
Western Germany ◽  
The Russian Federation ◽  
And Gender ◽  
Using Data ◽  
Economic Well Being

This paper investigates the economic conditions of stepfamilies in Germany, the Russian Federation and France using data from the first wave of the Generations and Gender Survey (GGS). The analysis shows that stepfamilies more often report economic hardship than nuclear families in France and Western Germany. Socio-demographic differences between family types – particularly the fact that stepfamilies tend to be larger families – explain the differences in economic well-being between families in France. For Western Germany, differences between nuclear and stepfamilies remain after controlling for socio-economic composition of different family types. For the Russian Federation and Eastern Germany, we do not find any statistically significant differences in economic well-being between stepfamilies and nuclear families. The major dividing line for these regions runs between single parents and other types of families. Zusammenfassung In diesem Beitrag werden die Daten der ersten Welle des Generations and Gender Survey (GGS) verwendet, um die die ökonomische Situation von Stieffamilien in Deutschland, der russischen Föderation und Frankreich zu untersuchen. Die Ergebnisse zeigen, dass Stieffamilien in Frankreich und in Westdeutschland häufiger ökonomischen Schwierigkeiten ausgesetzt sind als Kernfamilien. Soziodemographische Unterschiede zwischen den unterschiedlichen Familientypen, insbesondere die Tatsache, dass Stieffamilien größere Familien mit mehreren Kindern sind, können die Unterschiede in der Einschätzung der ökonomischen Situation in Frankreich erklären. Für Westdeutschland bleiben jedoch auch nach Kontrolle der soziodemographischen Merkmale die Unterschiede zwischen den Familientypen bestehen. Für die russische Föderation und für Ostdeutschland lassen sich keine signifikanten Unterschiede in der Einschätzung der ökonomischen Situation zwischen Stieffamilien und Kernfamilien aufzeigen. Die zentrale Trennlinie verläuft hier zwischen Alleinerziehenden und anderen Familienformen.

Effects of the Sport Education model on adolescents’ motivational, emotional, and well-being dimensions during a school year

2021 ◽  
pp. 1356336X2110478
Author(s):  
Antonio Méndez-Giménez ◽  
María del Pilar Mahedero-Navarrete ◽  
Federico Puente-Maxera ◽  
Diego Martínez de Ojeda
Keyword(s):  
Emotional Intelligence ◽  
Grade Level ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Sport Education ◽  
School Year ◽  
Education Model ◽  
And Gender ◽  
Over Time

Research on the impact of the Sport Education model (SEM) in motivational terms is prolific and consistent; however, studies that jointly address the effects of the SEM on adolescents’ motivational, emotional, and well-being dimensions are scarce. This study aimed to examine the effect of a multi-season SEM-based program on self-determined motivation, basic psychological needs, emotional intelligence, satisfaction with life, and the intention to be physically active on physical education (PE) students during a school year. A total of 212 high school students ( M  =  13.88; SD  =  1.68) from grades 7 and 10 (nine intact groups) participated in this study. A quasi-experimental design, with four measurements (T1, September; T2, December; T3, March; and T4, June), without a control group was carried out. The repeated measures analysis of variance, with time as within-subject factor, and both grade level and gender as between-subject factors, revealed significant effects over time on autonomy F(3, 624)  =  12.413, p < 0.001, η2  =  0.056, competence F(2.78, 579.09)  =  10.733, p < 0.001, η2  =  0.049, emotional control and regulation F(2.74, 569.74)  =  7.045, p < 0.001, η2  =  0.033, and emotional empathy F(2.71, 563.71)  =  4.248, p < 0.01, η2  =  0.007. Some interactions were also found according to grade level and gender. Between-subject multivariate analysis of variance (MANOVA) showed differences tended to progressively increase over time. Results confirm the potential of the SEM to cushion motivational decline and satisfy the basic psychological needs during adolescence. Furthermore, the SEM was shown to be a useful approach for increasing the emotional intelligence dimensions in the PE context.

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