Ders Dışı Sportif Etkinliklere Yönelik Ebeveyn Tutum ve Görüşleri

Bu araştırmada, ebeveynlerinin lise öğrencilerinin ders dışı spor etkinliklerine katılımlarına karşı tutum ve görüşleri incelenmiştir. Nicel ve nitel araştırma yaklaşımlarının birlikte kullanıldığı karma araştırma yaklaşımlarından açımlayıcı sıralı desen ile kurgulanan araştırma 2014-2015 Eğitim-Öğretim yılı ikinci döneminde Kırıkkale il merkezindeki farklı liselerde öğrenim gören öğrencilerin ebeveynleri üzerinde gerçekleştirilmiştir. Veri toplama aracı olarak araştırmacı tarafından hazırlanan “Yarı yapılandırılmış görüşme formu” ve Yılmaz ve Güven (2015) tarafından geliştirilen “Ders Dışı Sportif Etkinliklere Yönelik Ebeveyn Tutum Ölçeği” kullanılmıştır. Araştırmanın nicel bölümünde istatistiksel yöntem olarak t testi, tek yönlü varyans analizi (ANOVA) ve Pearson Korelasyon analizinden faydalanılmıştır. Araştırmanın nitel bölümünde ise içerik analizi tekniğine başvurulmuştur. Araştırma bulgularına göre; ebeveynin öğrenim durumu, gelir durumu, öğrencilerin sınıf düzeyine göre ders dışı sportif etkinlik puanlarında anlamlı fark olduğu tespit edilmiştir. Araştırmanın nitel bölümünde; ebeveynlerin ders dışı spor etkinlikleri hakkında olumlu görüşleri olduğu, çocukların bu etkinliklere katılımını destekledikleri belirlenmiştir.

Parents’ Attitude and Opinions towards Extracurricular Sport Activity

In this research, the attitude and opinions of parents towards high school students’ participaton in extracurricular sport activities were investigated. The research, fictionalized by explanatory sequential design amongst the mixed approach designs in which quantitative and qualitative approaches are used together, was applied on parents of high school students participating at different high schools in 2014-2015 academic years fall semester in Kırıkkale. As a data collection tool, “Parent Attitude Scale towards Extracurricular Sport Activities” developed by Yılmaz & Güven (2015) and “Semi-structured Interview Form” created by researcher were used. In the analysis of survey data from the quantitative phase of the research, t-test, analysis of variance (ANOVA), Pearson correlation test was used as statistical methods. In qualitative data analysis, it was benefited from content analysis technique. According to research findings, it was figured out that significant difference were determined considering the state of parent’s education,  income state of family, students’ grade level. In the part of qualitative part of research; it was determined that parents had positive opinions on extracurricular sport activities; they supported attendance of children to these activities.

___

  • Amman, M.T. (2000). “Spor sosyolojisinde seçme konular” Sporda sosyal bilimler. H.C. İkizler (Ed.), Bursa: Alfa.
  • Anderson, C.B., Hughes, S.O., & Fuemmeler, B.F. (2009). Parent-child attitude congruence on type and intensity of physical activity: Testing multiple mediators of sedentary behavior in older children. Health Psychol, 28(4), 428-38. doi.org/10.1037/a0014522
  • Anderson, J. C., Funk, J. B., Elliott, R., & Smith, P. H. (2003). Parental support a pressure and children’s extracurricular activities: Relationships with amount of involvement and affective experience of participation. Journal of Applied Developmental Psychology, 24(2), 241-257. doi.org/10.1016/S0193-3973(03)00046-7
  • Barber, B. L., Eccles, J. S., & Stone, M.R. (2001). Whatever happened to the jock, the brain, and the princess? Young adult pathways linked to adolescent activity involvement and social identities. Journal of Adolescent Research, 16(5), 429-455.
  • Barron, J. M., Ewing, B. T., & Waddell, G. R. (2000). The effects of high school athletic participation on education and labor market outcomes. Review of Economics and Statistics, 82(3), 409-421. doi:10.1162/003465300558902
  • Behtoui, A. (2019). Swedish young people’s after-school extra-curricular activities: attendance, opportunities and consequences. British Journal of Sociology of Education, 40(3), 340-356.
  • Blomfield, C. J., & Barber, B. L. (2011). Developmental experiences during extracurricular activities and Australian adolescents’ self-concept: Particularly important for youth from disadvantaged schools. Journal of Youth and Adolescence, 40(5), 582-594. doi: 10.1007/s10964-010-9563-0
  • Bogdan, R. C., & Biklen, S. K. (2003). Qualitative Research for Education: An Introduction to Theories and Methods (4th ed.), New York: Pearson Education.
  • Brocskman, R., Jago, R., Fox, K. R., Thompson, J. L., Cartwright, K., & Page, A. S. (2009). Get off the sofa and go and play": family and socioeconomic influences on the physical activity of 10-11 year old children. BMC Public Health, 21(9), 253. doi: 10.1186/1471 2458-9-253.
  • Broh, B. A. (2002). Linking extracurricular programming to academic achievement: Who benefits and why? Sociology of Education, 75(1), 69-91. doi: 10.2307/3090254
  • Brott, P. E., & Myers, J. E. (2002). Development of professional school counselor identity a grounded theory. In S. B. Merriam (Ed), Qualitative research in practice examples for discussion and analysis (pp. 145-160), San Francisco: Jossey-Bass A Wiley.
  • Brown, B. A., Frankel, B. G., & Fennell, M. P. (1989). Hugs or shrugs: Parental and peer influence on continuity of involvement in sport by female adolescents. Sex Roles, 20(7-8), 397-412. doi:10.1007/BF00287999
  • Carter, E., Swedeen, B., Moss, C., & Pesko, M. (2010). “What are you doing after school?” Promoting extracurricular involvement for transition-age youth with disabilities. Intervention in School and Clinic, 43(5), 275–283.
  • Chiu, C. Y., & Lau, E. Y. H. (2018). Extracurricular participation and young children's outcomes in Hong Kong: Maternal involvement as a moderator. Children and Youth Services Review, 88, 476-485.
  • Coakley, J. (2006). The good father: Parental expectations and youth sports. Leisure Studies, 25(2), 153-163.
  • Coakley, J. (2003). Sports in society (Issues and Controversies). (Eighth Edition). Singapore.
  • Cohen, L., Manion, L., & Morrison, K. (2004). A Guide to teaching practice. Psychology Press.
  • Creswell, J. W. (2013). Araştırma deseni: Nicel, nitel ve karma yöntem yaklaşımları (S. B. Demir, Çev.). Ankara: Eğiten kitap.
  • Creswell, J. W., & Clark, V. L. P. (2007). Designing conducting mixed methods research. Thousand Oaks, CA: Sage.
  • Darling, N. (2005). Participation in extracurricular activities and adolescent adjustment: Cross-sectional and longitudinal findings. Journal of Youth and Adolescence, 34(5), 493-505. doi:10.1007/s10964-005-7266-8
  • Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University.
  • Eccles, J. S., & Barber, B. L. (1999). Student council, volunteering, basketball, or marching band: What kind of extracurricular involvement matters? Journal of Adolescent Research, 14(1), 10−43.
  • Ekici, S., Bayrakdar, A., & Uğur, A. O. (2009). Ortaöğretim kurumlarındaki yöneticilerin ve öğrencilerin ders dışı etkinliklere bakış açılarının incelenmesi. Uluslararası İnsan Bilimleri Dergisi, 6(1), 430-444.
  • Ekiz, D. (2009). Bilimsel araştırma yöntemleri: Yaklaşım, yöntem ve teknikler. Ankara: Anı.
  • Ekiz, D. (2003). Eğitim araştırmalarında yöntem ve metotlarına giriş: Nitel, nicel ve eleştirel kuram metodolojisi. Ankara: Anı.
  • Fantuzzo, J., Tighe, E., & Childs, S. (2000). Family involvement questionnaire: A multivariate assessment of family participation in early childhood education. Journal of Educational Psychology, 92(2), 367. doi.org/10.1037/0022-0663.92.2.367
  • Fauth, R. C., Roth, J. L., & Brooks-Gunn, J. (2007). Does the neighborhood context alter the link between youth’s after-school time activities and developmental outcomes? A multilevel analysis. Developmental Psychology, 43(3), 760-777. doi.org/10.1037/0012-1649.43.3.760
  • Fejgin, N. (1994). Participation in high school competitive sports: A subversion of school mission or contribution to academic goals. Contemporary Issues in Sociology of Sport, 11(3), 211-230.
  • Fletcher, A. C., Elder, G. H. J., & Mekos, D. (2000). Parental influences on adolescent involvement in community activities. Journal of Research on Adolescence, 10(1), 29-48.
  • Floyd, M. F., Bocarro, J. N., & Thompson, T. D. (2008). Research on race and ethnicity in leisure studies: A review of five major journals. Journal of Leisure Research, 40(1), 1-22.
  • Franklin, J. (2004, December). It takes a community: Keeping extracurricular activities available for at-risk students. Education Update, 46(8). Retrieved from http://www.ascd.org/publications/newsletters/education-update/sayfasından erişilmiştir.
  • Fredricks, J.A. (2012). Extracurricular participation and academic outcomes: Testing the over-scheduling hypothesis. Journal of Youth Adolescence, 41(3), 295-306. doi:10.1007/s10964-011-9704-0
  • Fredricks, J. A., Alfeld, C., & Eccles. J. S. (2010). Developing and fostering passion in academic and nonacademic domains. Gifted Child Quarterly, 54(1), 18-30. doi:10. 1177/0016986209352683.
  • Fredricks, J. S., & Eccles, J. A. (2008). Participation in extracurricular activities in the middle school years: are there developmental benefits for African/American and European American youth? Journal of Youth Adolecence, 37(9), 1029-1043. doi: 10.1007/s10964-008-9309-4.
  • Gay, L. R., Mills, G. E., & Airasan, P. (2006). Educational research: Competencies for analysis and applications. New Jersey: Pearson Ecucation, Inc.
  • Guerremont, A., Findlay, L., & Kohen, D. (2014). Organized extracurricular activities: Are in-school and out-of-school activities associated with different outcomes for Canadian Youth? Journal of School Health, 84(5), 317-325. doi: 10.1111/josh.12154
  • Harrison, P.A., & Narayan, G. (2003). Diffirences in behavior, phychological factors, and environmental factors assosiated with participation in school sports and other activities in adolescence. Journal of School Health, 73(3), 113-120. doi: 10.1111/j.1746-1561.2003.tb03585.x
  • Huebner, A. J., & Mancini, J. A. (2003). Shaping structured out-of-school time use among youth: The effects of self, family, and friend systems. Journal of Youth and Adolescence, 32(6), 453-463. doi:10.1023/A:1025990419215
  • Ivaniushina, V. A. & Aleksandrov, D. A. (2015). Socialization through informal education: The Extracurricular Activities of Russian Schoolchildren. Russian Education & Society, 57(4), 189-213. doi.org/10.1080/10611428.2015.1115290
  • Juvonen, J., Espinoza, G., & Knifsend, C. (2012). The role of peer relationships in student academic and extracurricular engagement. In Handbook of research on student engagement (pp. 387-401). Springer US.
  • Johnson, R., & Onwuegbuzie, A. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26.
  • Kirk, J., & Miller, M. L. (1986). Reliability and validity ın qualitative research. Sage.
  • Knifsend, C. A., & Graham, S. (2012). Too much of a good thing? How breadth ofextracurricular participation relates to school-related affect and academic outcomes during adolescence. Journal of Youth and Adolescence, 41(3), 379-389.
  • Kremer-Sadlık, T., Izquierdo, C., & Fatiante, M. (2010). Making meaning of everyday practices: Parents’ attitudes toward children’s extracurricular activities in the United States and in Italy. Anthropology and Education Quarterly, 41(1), 35-54.
  • Larson, R. W., Richards, M. H., Sims, B., & Dworkin, J. (2001). How urban African American young adolescents spend their time: Time budgets for locations, activities, and companionship. American Journal of Community Psychology, 29(4), 565-597. doi:10.1023/A:1010422017731
  • Mahoney, J. L., Harris, A. L., & Eccles, J. S. (2006). Organized activity participation, positive youth development, and the overscheduling hypothesis. SRCD Social Policy Report, 20(4), 1-31.
  • Mahoney, J. L., Schweder, A. E., & Stattin, H. (2002). Structured after-school activities as a moderator of depressed mood for adolescents with detached relations to their parents. Journal of Community Psychology, 30(1), 69-86.
  • Mahoney, J. L., Larson, R. W., & Eccles, J. S. (2005). Organized activities as context of development: Extracurricular activities, after school and community programs. Psychology.
  • Mahoney, J. L., Cairns, B. D., & Farmer, T. W. (2003). Promoting interpersonal competence and educational success through extracurricular activity participation. Journal of Educational Psychology, 95(2), 409- 418. doi: 10.1037/0022-0663.95.2.409
  • Mahoney, J. L. (2000). School extracurricular activity participation as a moderator in the development of antisocial patterns. Child Development, 71(2), 502-506. doi: 10.1111/1467-8624.00160
  • Mahoney, J. L., & Stattin, H., (2000). Leisure activities and adolescent antisocial behavior. The Role of structure and social context. Journal of Adolescence, 23(2), 113-127.
  • Marsh, H. W., & Kleitman, S. (2003). School athletic participation: Mostly gain with little pain. Journal of Sport & Exercise Psychology, 25(2), 205-228.
  • Marsh, H., & Kleitman, S. (2002). Extracurricular school activities: The good, the bad, and the nonlinear. Harvard Educational Review, 72(4), 464-515. doi: http://dx.doi.org/10.17763/haer.72.4.051388703v7v7736
  • Marsh, H. W. (1993). The effects of participation in sport during the last two years of high school. Sociology of Sport Journal, 10(1), 18-43.
  • Masia, J. R., Plaza, D. M., Gonzalez, V. H., Deltell, C. J., & Rorıguez, J. C. (2013). Parental attitudes towards extracurricular physical and sports activity in school-age children. Journal of Human Sport and Exercise, 3(8), 861-876.
  • Maykut, P., & Morehouse, R. (1994). Beginning qualitative research: A Philosophic and practical guide. London: The Falmer.
  • McNeal Jr, R. B. (1995). Extracurricular activities and high school dropouts. Sociology of Education, 68(1), 62-80. doi: 10.2307/2112764
  • Merriam, S. (1995). What can you tell from an N of l?: Issues of validity and reliability in qualitative research. PAACE Journal of Lifelong Learning, 4, 50-60.
  • Merriam S. B. (2013). Nitel araştırma: Desen ve uygulama ıçin bir rehber (S. Turan, Çev.). Ankara: Nobel.
  • Metsäpelto, R. L., & Pulkkinen, L. (2012). Socioemotional behavior and school achievement in relation to extracurricular activity participation in middle childhood. Scandinavian Journal of Educational Research, 56(2), 167-182. doi.org/10.1080/00313831.2011.581681
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis, An Expanded Sourcebook. Sage.
  • Miller, D. N., Gilman, R., & Martens, M. P. (2008). Wellness promotion in the schools: Enhancing students' mental and physical health. Psychology in the Schools, 45, 5-15.
  • Patton, M. Q. (1990). Qualitative evaluation and research methods. SAGE Publications, inc.
  • Peguero, A. A. (2011). Immigrant youth involvement in school-based extracurricular activities. The Journal of Educational Research, 104(1), 19-27. doi.org/10.1080/00220670903468340.
  • Posner, R. A. (1995). Overcoming law. Harvard University.
  • Powell, D. R., Peet, S. H., & Peet, C. E. (2002). Low-income children’s academic achievement and participation in out-of-school activities in 1st grade. Journal of Research in Childhood Education, 16(2), 202-211. doi.org/10.1080/02568540209594985
  • Punch, K. F. (2013). Introduction to social research: Quantitative and qualitative approaches. Sage.
  • O’Brien, E., & Rollefson, M. (1995). Extracurricular participation and student engagement. National Center for Education Statistics Policy Issues, 95(741), 1-4.
  • Reeves, D. B. (2008). The extracurricular advantage. Educational Leadership, 66(1), 86- 87.
  • Ritchie, J., Lewis, J., Nicholls, C. M., & Ormston, R. (Eds.). (2013). Qualitative research practice: A guide for social science students and researchers. Sage.
  • Rodrigues, D., Padez, C., & Machado-Rodrigues, A. M. (2018). Active parents, active children: The importance of parental organized physical activity in children’s extracurricular sport participation. Journal of Child Health Care, 22(1), 159-170.
  • Sarı, M. (2012). Ortaöğretim öğrencilerinin ders dışı etkinliklere katılımının incelenmesi. Kuramsal Eğitim Bilim Dergisi, 5(1), 72-89.
  • Shannon, C.S. (2006). Parents’ messages about the role of extracurricular and unstructured leisure activities: Adolescents’ perceptions. Journal of Leisure Research, 38(3), 398-420.
  • Shumow, L., & Miller, J. D. (2001). Parents’ at home and school academic involvement with young adolescents. Journal of Early Adolescence, 21(1), 68-91.
  • Silverman, D. (Ed.). (2016). Qualitative research. Sage.
  • Simpkins, S. D., O’Donnell, M., Delgado, M. Y., & Becnel, J. N. (2011). Latino adolescents’ participation in extracurricular activities: How important are family resources and cultural orientation? Applied Developmental Science, 15(1), 37-50.
  • Tashakkori, A., & Creswell, J. W. (2007). Editorial: Exploring the nature of research questions in mixed methods research. Journal of Mixed Methods Research, 1(3), 207-211.
  • Tepeköylü, Ö., & Yüksel, Y. (2010, Kasım). Ortaöğretimde sporcu öğrencilerle spor yapmayan öğrencilerin iletişim becerisi düzeyleri. 11. Uluslararası Spor Bilimleri Kongresi’nde sunulmuş bildiri, Antalya.
  • Türnüklü, A. (2000). Eğitimbilim araştırmalarında etkin olarak kullanılabilecek nitel bir araştırma tekniği: Görüşme. Kuram ve Uygulamada Eğitim Yönetimi, 6(4), 543-559.
  • Twycross, A., & Shields, L. (2005). Validity and reliability-what’s it all about? Part3 issues relating to qualitative studies. Paediatric Nursing, 17, 36.
  • Villarreal, V. (2012). Characteristics and consequences of extracurricular activity participation of Hispanic middle school students. (Doctoral dissertation). Retrieved from http://proxy.kirikkale-elibrary.com/
  • Woods, C. B., Tannehill, D., & Walsh, J. (2010). The Children’s sport participation and physical activity study (csppa) proceedings of the fifth physical education, physical activity and youth sport (pe pays) forum. University of Limerick June.
  • Yıldırım, K. (2010). Raising the quality in qualitative research. Elementary Education Online, 9(1), 79-92.
  • Yılmaz, A. (2019). Lise Öğrencilerinin ders dışı sportif etkinliklere yönelik tutumları ile okula bağlanma durumlarının incelenmesi. Gaziantep Üniversitesi Spor Bilimleri Dergisi, 4(1), 50-63.
  • Yılmaz, A. (2018a). Parent expectations towards participation to extracurricular sport activity of high school students. Pedagogics, Psychology, Medical-Biological Problems of Physical Training and Sports, 22(4), 216-225.
  • Yılmaz, A. (2018b). Ebeveynlerin beden eğitimi dersi ve ders dışı sportif etkinliklere yönelik tutumları. Niğde Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi, 12(1), 48-64.
  • Yılmaz A. & Güven Ö. (2018). Ders dışı sportif etkinliklere yönelik öğrenci tutum ölçeğinin psikometrik özelliklerinin incelenmesi (DSEÖTÖ). Uluslararası İnsan Bilimleri Dergisi, 15(4), 1979-1992.
  • Yılmaz, A., & Güven, Ö. (2015). Ders dışı sportif etkinliklere yönelik ebeveyn tutum ölçeği. Niğde Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi, 9(2), 244-258.
  • Yılmaz, A. (2016). Lise öğrencilerinin ders dışı sportif etkinliklere katılımına yönelik ebeveynynt tutum ve görüşleri. (Yayımlanmamış Doktora Tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Zaff, J. F., Moore, K. A., Papillo, A. R., & Williams, S. (2003). Implications of extracurricular activity participation. Journal of Adolescent Research, 18(6), 599-630.
Çukurova Üniversitesi Eğitim Fakültesi Dergisi-Cover
  • ISSN: 1302-9967
  • Yayın Aralığı: Yılda 3 Sayı
  • Başlangıç: 2000
  • Yayıncı: Çukurova Üniversitesi Matbaası