Bu çalışmanın amacı, Akın (2007) tarafından geliştirilmiş olan Özgüven Ölçeği'ni ortaokul beden eğitimi dersi için geçerlik ve güvenirliğini test etmek ve ölçekten elde edilen puanları çeşitli değişkenler açısından incelemektir. Çalışmaya yaşları 11 ile 14 arasında değişen 502'si erkek (Ort yaş =12.49 Ss=1.13) ve 453'ü kız (Ort yaş =12.50 Ss=1.09) olmak üzere toplam 955 (Ort yaş =12.50 Ss=1.11) ortaokul 5., 6., 7. ve 8. sınıf öğrencisi katılmıştır. Beden Eğitimi Dersi Özgüven Ölçeği (BDÖÖ), iç özgüven ve dış özgüven alt boyutlarından ve 33 maddeden oluşmaktadır. BDÖÖ'nün geçerliğini değerlendirmek için Doğrulayıcı Faktör Analizi (DFA); güvenirliğini değerlendirmek için ise Cronbach Alpha katsayısı kullanılmıştır. Elde edilen uyum indeksleri χ 2 /sd=3.23, RMSEA=.048, NNFI=.87, GFI=.96, CFI=.88 ve AGFI=.96 olarak bulunmuştur. İç özgüven ve dış özgüven alt boyutlarına ilişkin iç tutarlılık katsayıları sırası ile .84 ve .83 olarak bulunmuştur. BDÖÖ'nün bütününe ilişkin iç tutarlılık katsayısı ise .91 olarak bulunmuştur. Ölçeğin alt boyutları arasındaki korelasyon .76'dır. Analiz sonuçları, Beden Eğitimi Dersi Özgüven Ölçeği'nin öğrencilerin beden eğitimi dersine yönelik özgüven düzeylerini belirlemede geçerli ve güvenilir bir araç olduğunu ortaya koymuştur. Bulgulara ek olarak, ölçekten elde edilen puanlar arasında yaşa ve sınıf düzeyine göre anlamlı bir farklılık elde edilmiş; yaş ve sınıf düzeyi arttıkça ölçekten elde edilen ortalamaların azaldığı görülmüştür.
In this study was to determination of the relationship between situational motivation (SIM), self-talk (ST) and attitude towards physical education (PE) lesson and students' other perceptions (liking level of PE-SEV, the level of importance given to the PE by the student-KVO and the level of perception of the importance given to PE by the family-AVO). Furthermore, it has been done the comparisons in terms of age and gender. A total of 698 secondary school students aged between 11-14 in the study. In the findings, girls obtained higher means for all sub scales of SIM and attitude, while boys obtained higher score for worry dimension only of ST. Girls obtained higher scores for SEV and KVO, whereas boys obtained higher means for AVO. When the age increased, SEV, KVO, AVO, instrinsic motivation-IM, identification regulation-IR and attitude decreased but somatic fatique factor of negative ST increased. SEV, KVO and AVO were positive correlated with the positive dimesions whereas negative correlated with the negative dimensions. IM and IR dimensions were found positive correlated with positive ST dimensions and attitude; but extrinsic motivation and amotivation dimensions were found negative correlated with attitude and, positive correlated with negative ST dimensions.
The general aim of the study is to examine the behaviors of secondary and high school physical education teachers in teacher leadership styles and behaviors to support learner autonomy according to gender, school type, professional working year and class sizes. The sample of the study consists of 132 physical education teachers working in secondary and high schools in Mersin with the easily accessible sampling method. 41.7% of the physical education teachers participating in the study were female (n= 55) and 58.3% were male (n= 77). 70.5% of the participants were working in secondary school (n= 93) and 29.5% in high school (n= 39). The duration of service of physical education teachers participating in the study ranged between 01-34 years. Class sizes of teachers were grouped as 20-25, 26-35 and 36. "Teacher Leadership Styles Scale" and "Learner Autonomy Support Scale" were used as data collection tools in this study. Descriptive statistics, t-test, Kruskal Wallis H test and Pearson correlation coefficient were used to analyze the data. The margin of error was taken as 0.05. According to the analysis results; it was concluded that physical education teachers displayed semi-democratic leadership style (M= 69.79, SD = 3.32). Teachers' levels of perceiving learner autonomy support behaviors are necessary (M= 1.19, SD=0.55) lower than the display levels (M= 2.20, SD=0.55). Among the sub-dimensions of autonomy support, physical education teachers considered that evaluation process support was the most necessary (M= 1.94, SD = 0.72) and displayed (M= 2.34, SD = 0.73). In addition, teachers' gender [t (132) = 0.61; p> .05], to school levels [t (132) = 0.41; p>.05] and there was no
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