The A
Physi
1School of Phy
Corresponden 53100, Turkey
Received: Nov doi:10.11114/j
Abstract
The aim of th that they have was issued by March 30, 20 years and gra schools in the Form, “Physic Öncü, Gürbüz items were us towards physi "Location of "Self-efficacy terms of “Mo elementary sc
Keywords: se
1. Introductio
An indispensa the structure a teaching; the organs and mo body, soul and beneficial to physical deve among individ main activitie stress contribu and skills. The The ability of accordance wi secondary edu to influence th The word “att many psychol birth of the experiences, s to respond in
Analysis o
ical Educ
ysical Educati nce: Hayri Ayd
y.
vember 28, 20 jets.v5i1.2015
he study is to a e come across y the Turkish 12 and put in t aded the educa e districts and v cal Education z, Küçükkılıç a sed. According ical education f School" (F y" subtitle for t other’s Educat hool-post grad econdary schoo
on
able part of ge and the functio
evaluation of ove in the app d mind in a ba the society is elopment but i duals, and imp es that enable
uting to their s e main source f a country to ith the values ucation institut heir individual titude” was fir logists and soc
science of so so they are not a certain way,
of the 5
thG
cation Co
on and Sports, doğan, School
016 Acc U
analyze the 5th for the first ti Grand Nation the practice on ation system a villages of Riz Susceptibility and Keskin (2 g to the findin n course; "Gen = 3,044; p < the physical ed tional Level” duate, and high
ol, 5th grade, p
eneral educatio ons of the bod f leisure time, propriate metho alanced way w s called Physic it also develop proves leadersh
primary and s socialization, a
of the develop o develop a h
of today’s wor tions. It is high development rst used by He ciologists and ocial psycholo t innate behavi , and a positiv
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ü and Güçlü, 2 and it was eve ey, (1980). Pe titude is the sta action seen in
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ty, Rize, 16 n course No. 6287 ssion on ars to 12 3 public ormation urkish by vering 11 students mpared to e for the erence in groups of veloping ment, and o control lop their dividuals mited to harmonyJournal of Education and Training Studies Vol. 5, No. 1; January 2017
142
one’s behavior (Yüksel, Ö. 2006). Attitudes are the regular attitudes and behaviors that result in various experiences of individuals against certain objects. Individual attitudes are formed as a result of an individual’s upbringing and the experiences of the lifetime, and they are among the features that distinguish one person from other people (Şimşek, Ş. et al. 2008). According to Sakallı (2006) there are many factors affecting attitudes. The main ones are family, environment and direct personal experiences. Kağıtçıbaşı (2005) stated that the age of the individual is also an important factor in determining the attitudes. Particularly in childhood (between the ages of 6 and 12) many attitudes are formed by emulating parents. Attitudes are shaped during adolescence (between the ages of 12 and 21). These attitudes become increasingly strong in the first adulthood (between the ages of 21 and 30). If the individual develops a positive attitude towards an object or thing, s/he approaches and supports it, and if s/he develops negative attitudes toward an object or thing, s/he moves away from it and even exhibits negative behavior (Şişko and Demirhan, 2002).
Another important variable affecting attitude is self-efficacy. "Self-efficacy" is one of the basic concepts in Bandura's social learning theory, and Bandura (1977) defines self-efficacy belief as "an individual’s belief in how well s/he can perform the actions necessary to cope with possible situations" (Akkoyunlu and Kurbanoğlu, 2004). Self-efficacy belief also affects people's emotional reactions and thoughts. Individuals with high self-efficacy can be relatively more comfortable and productive when they encounter activities with a high level of difficulty (Seçkin and Başbay, 2013). However, self-efficacy and attitudes may change over time and new ones may emerge. Therefore, new researches about the subject can provide positive findings for physical education and sports teachers (Şişko and Demirhan, 2002).
2. Method
2.1 Population and Sample of the Study
The population of the research consists of the secondary school students in the 5th grade. Determined by simple random sampling method, the sample of the research is 329 secondary school students in the 5th grade in 13 secondary schools as follows: Kurtuluş, Karasu, Ambarlık, Şehit Nedim Çalık, and Dörtyol Secondary Schools located in the center of Rize city, Kıbledağı Şehit Metin Çetin, Başköy, Ulucami, Ada Camii Secondary Schools in the villages of Güneysu district, IMKB Secondary School located in the center of Güneysu District, Zeki Bilge Secondary School located in the center of Çaykara District in Trabzon city, and Taşkıran and Uzungöl Secondary Schools located in Çaykara District, Trabzon.
2.2 Data Collection Tools
“Personal Information Form” and “Physical Education Susceptibility Scale” were used as data collection tools in the study.
2.2.1 Personal Information Form
The 'Personal Information Form' developed by the researcher’s aims to collect information about the students who constitute the sample of the research. This section consists of the questions related to the demographic variables forming the subject of investigation in the survey. The questions are about gender, injury/disability status in physical education classes, educational level of the mother, educational level of the father and location of school, that are independent variables.
2.2.2 Physical education Predisposition Scale (PEPS)
Physical Education Predisposition Scale (PEPS), which was developed by Hilland et al. (2009) and adapted to Turkish language by Öncü, Gürbüz, Küçükkılıç and Keskin (2015), was used to measure students‟ self-efficacy and attitudes towards physical education. The scale, which consists of 11 items, includes 2 factors. Factors of the scale are “Attitude” (6 items) and “Self-efficacy” (5 items). Negative items included in the scale are scored reversely. The scale is a 5-point Likert-type scale with the following scoring system: “I strongly disagree (1)”, “I disagree (2)”, “I neither agree nor disagree (3)”, “I agree (4)” and “I strongly agree (5)” The lowest score that can be achieved in the scale is 11 and the highest one is 55. The lowest and the highest scores of “Attitude” sub-dimension of the scale are 6 and 30, whereas the lowest and the highest scores of “Self-efficacy” sub-dimension of the scale are 5 and 25, respectively.
2.3 Statistical Methods
employed to multiple comp IBM SPSS pa research.
3. Findings
3.1 Comparin
Table 1. Statis
Attit
Kolmogorov-S showed a norm Table 2. K-S R
According to K this case anot coefficient of skewness and techniques wi Table 3. (t) Te
According to t gender (t=2,2 attitude than m Table 4. Resul
Occur
compare the parison test (P ackage program
g Attitudes of
stics Related to
tude N
329 Smirnov Norm mal distributio Results of Nor
At
Kolmogorov-S ther criteria a skewness and kurtosis value ll be used in ex est Results of A
Gender Female Male
the result on C 11; p<0.05). W male students t
lts of (t) Test R rrence of Disab Yes No
Grap
average score Post Hoc) was
m was used fo
5th Grade Stud
o Attitude Dim Avg. 24,52 mality test was on or not.
rmality Test
ttitude
Smirnov test, to admitted in lit
kurtosis were es, it can be ac
xamining whe Attitude Score
N 175 154
Graphic 1 Chart, attitudes When looking o towards physic Related to Attit
blement
phic 2. Averag
es of three or used in order for application
dents according
mension sd. 4,29 used to test w
Kolmogorov-Statistic 0,109 otal attitude sc terature for ex
between -1,5 a ccepted that it ether attitude sc
Averages Base Mean 25,01 23,97
1. Average Att of fifth-grade on average sco cal education c tude Averages
N 49 375
ge Attitude Poin
more groups. r to determine of aforement
g to Demograp
Skewness -0,826 whether score v
-Smirnov
sd S
329 0
cores of fifth-g xamining norm and 1,5 range).
showed a norm core showed a ed on Gender
ss 4,12 4,49
titude Points on students show ores, it can be course.
on Occurrenc Mean 23,34 24,69
nts on Occurre
While ANOV which group tioned statistic
phical Variabl
Kurtosis M 0,427 6 variable taken
Sig.(p) 0,000
rade do not sho mality of varia . According to mal distributio a difference fro
T 2,211
n Gender Varia w a statistically
suggested that
e of Injury/Dis Sd. 4,27 4,29
ence of Injury/
VA tests prov was the sourc cal methods w
les
Minimum M
6 3
from attitude s
ow a normal di ables obtained this, when con on. In this case om various var
p 0,028
able
y significant di t female studen
sablement T -1,817
/Disablement
ved differences ce of these diff within the scop
Maximum 30
sub-dimension
istribution (p< d from Likert nsidering coeff e, parametrical riables or not.
fference with r nts have more
p 7 0,070
s, Tukey ferences.
e of this
n of scale
<0.05). In scale is ficient of l statistic
Journal of Educ
According to T regard to occu education cou Table 5. ANO Mother
According to A a significant d Table 6. ANO Father
According to A a significant d Table 7. ANO Lo Cit C
cation and Train
T-test results o urrence of inju urse before doe OVA Test Resul r’s Education L
Primary Secondary High School
University Postgraduate
Graph ANOVA test re difference with OVA Test Resul r’s Education L
Primary Secondary High School
University Postgraduate
Grap ANOVA test re difference with OVA Test Resul ocation of Schoo
City Center ty Center Villag
County Town County Village
ning Studies
on Chart, attitud ury/disablemen es not affect att lts related to A Level
hic 3. Average esults on table, h regard to edu lts related to A Level
hic 4. Average esults on table h regard to edu lts related to A ol
ge
des of fifth-gra nt (t=-1,817; p
titude of stude Attitude Averag
N 121 112 67 26 1
Attitude Score , attitudes of fif ucational level Attitude Averag
N 73 100 100 53
3
e Attitude Scor , attitudes of fi ucational status Attitude Averag
N 65 77 128
59
144 ade students do
>0.05). It can ents towards th ges of Mother’s
Avg. 24,20 24,38 24,61 26,27 28,00
es According t fth-grade stude
of their mothe ges of Father’s
Avg. 25,19 23,73 24,53 24,83 29,00
res According ifth-grade stud s of their father ges in Location
Avg. 25,66 23,95 24,72 23,59
o not show a st be understood his course.
s Education Le ss 4,314 4,275 4,334 4,094
-to Mother’s Ed ents towards ph er (F=1,456; p> Education Lev
ss 3,836 4,461 4,329 4,406 1,732
to Father’s Ed dents towards p rs (F=2,206; p n of School
ss 4,021 4,377 3,998 4,868
Vo
tatistically sign d that having a
evel
F
1,45
ducation Level hysical educat >0.05).
vel
F
2,20
ducation Level physical educa p>0,05).
F
3,044
l. 5, No. 1; Janu
nificant differe a bad event in
p
56 0,21
l
tion course do n
p
06 0,06
ation course do
p
0,02 uary 2017
ence with physical
15
not show
68
n’t show
In accordance course show s from which di Table 8. TUKE
City
C
Co
According to addition when education cou
3.2 Comparin
Table 9. Statis
Self-Effica
Kolmogorov-S taken from sel Table 10. K-S
According to (p<0.05). In t between –1,5 whether attitu Table 11. (t) T
Gender Female Male
Gr with ANOVA ignificant diffe ifferences it ar
EY Test Resul
City Center
y Center Villag
County Town
ounty Village
the findings o n considering urse were posit
g Self-efficacie
stics related to
cy N
329 Smirnov Test w lf-efficacy sub
Normality Te
Self
Kolmogorov-this case skew and 1,5 coef ude score show Test Result rela N 1 1
raphic 5. Aver A test results it c
erence accordi rose from and f lts According t
City Cent County T County V
ge
City Cent County T County V City Cent City Cent County V City Cent City Cent County T on table there group average tive at schools
es of Fifth-Gra
Self-Efficacy Avg 20, was used to de b-dimension of
st Results
f-Efficacy
-Smirnov Test wness and kur fficients. There wed a difference ated to Self-Eff N
75 54
age Attitude S can be suggest ng to the place findings on tab to Place of Sch
ter Village Town Village
ter Town Village
ter ter Village Village
ter ter Village Town
is a significan es it can be su in city centers
ade Students a
Dimension g. sd. ,46 3,85 etermine wheth
f scale.
Kolm Stati 0,119 t results, self-rtosis showed efore in this c e from various fficacy Average
Avg. 20,10 20,88
cores Accordin ed that attitude e of school (F= ble were obtain hool Variables
Av
nt difference a uggested that s.
according to D
Skewne -0,799 her total self-ef
mogorov-Smirn stics sd
9 329
efficacy score a normal dist case, parametr s variables or n es with regard
ss 3,68 3,99
ng to Location es of fifth-grad =3,044; p<0,05)
ned.
verage Differe 1,713
,943 2,068* -1,713 -,771
,355 -,943 ,771 1,126 -2,068*
-,355 -1,126 among the city
attitudes of fi
emographical
ess Kurtosi 0,496 fficacy score v
nov
Sig.(p) 0,000 es of fifth-gra tribution when rical statistic t not.
to gender vari
8 9
n of School de students tow
). TUKEY test
ences
y center- Cou ifth-grade stud
Variables
is Minimum 5 variable showe
ades were not n considering techniques wil
iables T -1,841
ward physical e t was used to d
Sig. (p) ,081 ,467 ,036 ,081 ,592 ,963 ,467 ,592 ,336 ,036 ,963 ,336 unty Village gr
dents towards
m Maximu 25 d a normal dis
distributed as self-efficacy v ll be used to
p 0,066
ducation etermine
roups. In physical
um
tribution
Journal of Educ
According to t a significant d Table 12. (t) T Occ
Graph
According to t and disableme education cou Table 13. ANO
M
According to A to educational from and find
cation and Train
Gra the result on ta difference acco Test Results acc currence of Di Yes
No
hic 7. Self-Effi
t test result on ent/injury statu urse before, doe OVA Test Resu Mother Educatio Primary Secondar High Scho Universit Postgradu
Gra ANOVA test re l status of mot ings on table w
ning Studies
aphic 6. Avera able self-effica ording to gende
cording to Self isablement
ficacy Scores a
table Self-Effi us do not show
esn't affect sel ults Related to on Status y
ry ool ty ate
aphic 8. Self-E esults self-effic ther (F=2,766; were obtained.
age Self-Effica cy perception o er (t= -1,841; p f-Efficacy Aver
N 38 290
according to Se disablem icacy Scores ac w a significant f-efficacy perc Self-Efficacy
N 121 112 67 26 3
Efficacy Scores cacy perceptio ; p<0,05). TUK
146 acy Scores acco
of fifth-grade s p>0.05). rages and Livin
Avg. 20,92 20,38
elf-Efficacy Av ment/injury sta
ccording to Sel difference (t= ceptions of fift Averages Acc
Avg. 20,13 21,11 19,73 21,38 14,00
s According to ons of fifth-gra
KEY test was
ording to Gend students towar
ng or not living ss 4,12 3,81
verages and Li atus
lf-Efficacy Av =0,800; p>0,05 th-grade studen cording Mother
ss 4,237 3,332 3,756 3,590 3,571
o Mother Educ de students sho
used to determ
Vo
der Variable rds physical ed
g status and dis T
0,800
iving or not liv
erages and Liv 5). So having a nts towards thi r Educational
F
2,766
cation Status ow a significan mine from whi
l. 5, No. 1; Janu
ducation course
sablement/inju p
0,424
ving status and
ving or not livin a bad event in
is course. Status
p
0,028
nt difference a ich differences
uary 2017
e showed
ury status
d
ng status physical
Table 14. TUK
Prim
Seco
High
Univ
Post
According to group are sign can be sugges educational le Table 15. ANO
Father Ed Primary Secondar High Sch Universit Postgradu
When conside physical educa
KEY multiple
mary
ondary
h School
versity
tgraduate
the results on nificantly diffe
ted that self-ef evel is universi OVA Test Resu ducation Status
ry hool
ty uate
Gra ering ANOVA
ation course do
comparison te
Secondar High Sch Universit Postgradu Primary High Sch Universit Postgradu Primary Secondar Universit Postgradu Primary Secondar High Sch Postgradu Primary Secondar High Sch Universit n table, self-ef erent according fficacy percept ity.
ults related to S s N
73 100 100 53 3
aphic 9. Self-E A result on tabl o not show a s
est results acco
ry hool
ty uate
hool ty uate
ry ty uate
ry hool
uate
ry hool
ty
fficacy percept g to mother edu tion take the hi
Self-Efficacy A A 2
0 2
0 2
2 24
Efficacy Scores le, it can be se significant diff
ording to Moth Average Dif -1,040 ,401 -1,252 3,799* 1,040 1,441* -,212 4,839 -,401 -1,441* -1,653 3,398 1,252 ,212 1,653 5,051 -3,799* -4,839 -3,398 -5,051 tion averages ucational statu ighest value to
Averages acco Avg.
1,30 0,17 0,24 0,06 4,33
s According to een that self-e ference (F=2,03
her Educational fferences
among high-s us. In addition, oward physical
rding to Fathe ss
3,961 3,998 3,485 3,959 1,155
o Father’s Educ efficacy percep
30; p>0,05).
l Status Sig. (p) ,229 ,958 ,544 ,042 ,229 ,010 ,999 ,189 ,958 ,010 ,325 ,550 ,544 ,999 ,325 ,187 ,042 ,189 ,550 ,187
secondary and , when conside l education cou
er’s educationa F
2,030
cation Level ption of fifth-g
d primary-post ering group av urse in case of
al level p
0,090
grade students graduate verages it mother's
Journal of Educ
Table 16. ANO Pl City C C In accordance of fifth-grade 4. Discussion According to differ significa a more positiv with some stu other hand, it toward physic 2009; Güllü, 2 2011). 5th grade stud terms of injur does not affec In our study, i show any stat study investig Öncü, (2007)
should be mo
significant to addition, it ca according to t the county tow be said that th positive. This show parallel The self-effic significant dif perceptions of gender. While is parallel to t Gencel, 2010; Galpin et al. (2 According to
cation and Train
OVA test resul lace of School City Center y Center Villag County Town County Village
G e with ANOVA
students towar
and Conclusi
the results of antly by sex (t ve attitude tow udies in the lite is seen in som cal education w
2007; Hilland
dents’ attitude ry/disability. T ct the 5th grade it was determin tistically signi gating parents’ showed that th
ore time for P
perceive the im an be said that the place wher wn and distric he attitudes of situation diffe results. acy perception fference by ge f 5th grade stu e the finding th the findings o ; Yenice, 2012 2003), Hilland o research fin
ning Studies
lts related to se l
ge
Graphic 10. Se A result on table
rds physical ed
ion
the research, t = 2,211, p <0 wards physical erature (Alpas me other studi were higher tha et al., 2009; H
s toward phys Then, the fact t e students’ attit ned that the at ificant differen
attitudes and e he participants
Physical Educ
mportance of p t the attitudes re the school is t village group f the 5th grade ers with the res
ns of the 5th ender. When t udents for the p hat the beliefs
f many researc 2; Yıldırım and d et al., (2009) ndings, self-ef elf-efficacy ave N 65 77 128 59 elf-Efficacy Sc e, when consid ducation cours
the attitudes o 0.05). Accordin l education les slan, 2008; Ch
ies that; in co an those of fem Hünük, 2006; S
sical education that there was tude towards t ttitudes of the nce according
expectations to s with higher s
cation Course
physical educa towards the p s located. Rega ps only. Moreo e students tow
sults of Valdez
grade students the self-effica physical educa of self-efficac ches (Çetin, 2 d İlhan, 2010) , Joet et al., (2 fficacy toward
148 erages of locat
Avg. 21,40 20,58 19,94 20,41 cores Accordin dering place of se do not show
of the 5th grad ng to the avera ssons than ma
atterjee, 2013; ntrast to fema male students ( Smoll and Sch
n does not sho s a negative ex the course.
5th grade stud to the educat owards partici socio-cultural
es” and it wa ation and sport physical educa arding the sch over, when the ards the physi z (1997), while
s for the phys acy dimension
ation course di cy and general 2009; Oğuz an
), it is seen to 011), Kamtsio ds physical ed
tion of school ss 3,707 3,381 4,027 4,043
ng to Location f school it can b w a significant d
de students tow age scores, it c ale students. O ; Gürbüz and Ö ale students, th
(Arabacı, 2009 hutz, 1980; Şişk
ow a significan xperience in th
dents towards t tion level of th ipation in phys
level got high as interpreted ts. This is in c ation lesson sh ool place, ther e group averag ical education e Chatterjee (2
sical education of the resear id not show a self-efficacy d d Topkaya, 20 be different f os, (2010) and K
ducation cour
Vo
F
2,135
of School be seen that se difference.
wards the phy can be said tha On one hand, th
Özkan, 2012; he results of m 9; Chung and P ko and Demirh
nt difference ( he physical ed
the physical ed he mother and sical education her scores from as the high contrast to the how a partially
re is a significa ge is taken int
lesson in the 2013); Holoğlu
n course did n rch was exam statistically sig do not differ a 008; Saracaloğ from the result Keskin, (2015 rse does not
l. 5, No. 1; Janu
p
0,09
elf-efficacy per
ysical educatio at female stude he result is in Phillips, 2011 male students' Phillips, 2002; han, 2002; Ek
(p = 0.05, p> ducation class
ducation lesson d father. Howe n courses cond m the statemen socio-cultural results of our y significant di
ant difference to consideratio county town a u (2006); Kesk
not show a sta mined, the
self-gnificant diffe according to th ğlu, Karasakalo
ts of the resea ).
show any sig uary 2017 96 rceptions n course ents have contrast ); on the attitudes ; Balyan, ici et al.,
0.05) in formerly
n did not ever, the ucted by t “There
difference in terms of injury/disability status (t = 0,800, p> 0,05). This result is parallel to the research results of Keskin (2015). Thus, the fact that there is a negative experience in physical education class does not affect the 5th grade students' self-efficacy perceptions. The self-efficacy perceptions of the 5th grade students are significantly different in terms of the education level of the mother (F = 2,766; p <0,05). According to the results, the self-efficacy perception averages between the primary school-postgraduate and high school-secondary school groups are significantly different considering the education level of the mother. Moreover, when the average of the groups is taken into consideration, it can be said that the students' self-efficacy perceptions of the physical education course have the highest value if the educational level of the mother is the university. On the other hand, it can be seen that the students' self-efficacy perceptions towards physical education course did not show any significant difference in terms of the educational status of the father and the school place.
4.1 Conclusion
The results of the study have showed that 5th grade students' self-efficacy levels towards physical education course are higher and they are individuals who develop positive attitudes towards the course. In addition, it can be said that physical education course is important for children to develop healthy attitude and self-efficacy towards life as well as their physical development, because children’s attitude and self-efficacy is high despite the negative situations such as injuries and disability during the course.
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