This study examines role conflict, role ambiguity, and job satisfaction among Greek physical education teachers, and the extent to which role conflict and role ambiguity predict job satisfaction. All members of the sample of 61 physical education teachers were employed in Greek "Sport for all" programs. The standard multiple regression analysis shows that role conflict and role ambiguity are significant predictors of job satisfaction. This paper concludes with suggestions directed to the General Secretariat of Sports in Greece with a view to redesigning the work of physical education teachers in "Sport for all" programs.
The aim of the present study was to investigate the effect of a dance aerobic intervention program on intrinsic motivation and perceived motivation climate in 7th grade middle school students. The sample of the study consisted of 160 healthy students, of the first grade of middle school. Of these, 91 students was the experimental group and the remaining 69 was the control. The experimental group followed an aerobic dance intervention program for ten weeks, three times per week, with 45-minute sessions while the control group only followed the typical physical education program of the school. In order to conduct the study the following instruments were used: a) the Intrinsic Motivation Inventory (ΙΜΙ -McAuley, Duncan & Tammen, 1989) and the Perceived Oriented Climate (LAPOPECQ; Papaioannou, 1998).
The purpose of this study was twofold: Ø to assess the construct validity of the modified Greek version of the "Scale of Athlete Satisfaction" presented by Theodorakis and Bebetsos (2003) in the broader academic research sector and specifically in the field of Open and Distance Learning, and Ø to examine if variables such as sex, age, marital status and prior experience, influence the levels of students' satisfaction. Participants were 144 students (55 men and 89 women) of the Hellenic Open University who participated in the course "Arts II: Review of the Greek Music and Dance", between the ages of 25 up to 67 years of age (Μ age =42, SD=7.62). The scale consists of two factors: a) personal outcome and b) leadership. Results from factor analysis provided evidence for the construct validity of the scale developed by Theodorakis and Bebetsos (2003). Additionally, results indicated differences between the age groups on the factor of "personal outcome" were the youngest age group had the lowest scores among all three and also, results indicated differences on the factor of "leadership", were men had higher scores than women. Overall, the study underlines the necessity of adaptation and usage of such an instrument in order to inform and educate educators, teachers and students about the factors that influence the learning process in combination with personal satisfaction and leadership behavior.
The aim of the present study, within the frame of self-determination theory (SDT), was triple: a) to examine the structural validity of the "Situational Motivation Scale" (SIMS) in the field of distance education, b) to investigate the correlation between the subscales of the motivation and satisfaction of students who attend distance Finally, it has been found that intrinsic motivation and amotivation are subscales which predict personal outcome and leadership. In conclusion, the findings of this research allow a better understanding of the motivation process, which explains the satisfaction of the students, while attending a class.
The aim of the study was to examine the differences in the psychological mood of individuals who participated in three different exercise programs, aerobics, Greek traditional dances and muscle strengthening with additional weights. The sample consisted of 161 individuals. An adapted version of the Greek population (Zervas, Ekkekakis, Psychoudaki & Kakkos, 1993) questionnaire of (McNair, Lorr & Droppleman, 1971) «Profile of mood states» (POMS) was used to collect data. This instrument was used to evaluate stress-tension, depression, aggression, energy, fatigue and the Total Psychological Mood (TPM). The questionnaire was given to the participants before and after the implementation of the three programs. A multi variable variance analysis was conducted (MANOVA) among the three programs so as to examine the differences as far as the 6 factors of the questionnaire is concerned. A variance analysis (One -Way ANOVA) was conducted to examine if differences in the T.P.M. existed for each program. From the data process, differences were found to exist for depression, aggression, energy, fatigue, and T.P.M. It was concluded that, participation in Greek traditional dances and aerobics programs improves more effectively the psychological mood in comparison to the muscular strengthening programs.
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