Murat SARIKABAK

2216

Determining Vocational High School of Health Students’ Attitudes Toward Physical Education and Sports Class and Their Self-Efficacy

The purpose of the present study was to determine the attitudes of vocational high school of health students toward physical education and sports class and their self-efficacy. The population of the study was comprised of 245 students (174 female, 71 male) who studied at a state vocational high school of health in İzmit, Kocaeli province and they were selected via convenience sampling method. The data were collected through “personal information form,” “attitude toward physical education and sports scale,” and “academic self-efficacy scale.” Then, these data were analyzed through SPSS 21 package program parametric tests, after they were checked for normality and normal distribution. In analysis of the data, descriptive data, t-test, one-way variance analysis (ANOVA) and pearson correlation analysis were used. The findings revealed that although the rate of participating in school sports was high in the students, (n: 137) the rate of participating in licensed sports was low (n: 26). While the students’ attitude scores toward physical education and sports class were above average ( :124.26) they did not differ according to gender and age (p>0.05). However, the students’ attitude scores toward physical education and sports class did differ significantly (p<0.05) in support of the ones who participate in school sports (n: 137) and licensed sports (n:26). When the students’ academic self-efficacies were compared according to gender variance, the results differed significantly in support of the female students (p<0.05). On the other hand, there was no a significant difference between academic self-efficacy and age group; and school sports participation rate and licensed sports participation rate (p>0.05). Finally, pearson correlation analysis revealed that there was no a significant relationship between the students’ attitudes toward physical education and sports class and academic self-efficacy (p>0.05). The results were discussed in the light of related literature and a few suggestions were made in order to contribute in the field.
Keywords:

Vocational High School of Health, Attitude toward Physical Education and Sports Class Academic Self-efficacy,

PDF

___

  • Akandere, M., Özyalvaç, N. T., & Duman, S. (2010). The Attitudes of The Students in Secondary Education to Physical Education Lesson and The Investigation of Their Success Motivations (Konya Anatolian High School Sample). Selçuk University Journal of Social Sciences Institute, (24), 1-10.
  • Akbay, S. E. (2009). Academic Procrastination of University Students According to Gender: The Role of Academic Motivation, Akademic Self-Efficacy and Academic Attributional Style. Unpublished Master's Thesis, Mersin University Institute of Social Sciences, Mersin.
  • Akcan, F., Bulgu, N. (2012). Socialization into Sport Process: An Application to High School Students. Journal of Sport Sciences, 23(4), 195-206.
  • Aksu, N. (2015). The Research of The Relationship Between the Academic Self-Competence, Social Relation Elements and Crime Tendency of The High School Students. Master Thesis, Zirve University, Institute of Social Sciences, Gaziantep.
  • Aktaş, H. (2017). The Relationship Between Academic Motivation and Academic Self-Efficacy: An Empirical Research on the Students of the Faculty of Teology. Journal of Human and Social Sciences Researches Volume / Vol: 6, Issue / Issue: 3, 2017 Page: 1376-1398.
  • Bandura, A. (1977). Self-Efficacy: Toward a unifyingtheory of behavioralchange. PsychologyReview, 84, 191- 215.
  • Chase, M. A. (2001). Children's self-efficacy, motivational intentions, and attributions in physical education and sport. Research Quarterly for exercise and Sport, 72(1), 47-54.
  • Dishman, R. K., Saunders, R. P., Motl, R. W., Dowda, M., & Pate, R. R. (2008). Self-efficacy moderates the relation between declines in physical activity and perceived social support in high school girls. Journal of pediatric psychology, 34(4), 441-451.
  • Eggen, P. ve Kauchak, D. (1999). EducationalPsychology. (4th ed.). New Jersey: Printice-Hall, Inc. Ferrari, J. R. (1989). Reliability of academicanddispositionalmeasures of procrastination. PsychologicalReports, 64, 1057-1058
  • Eroğlu, O., Yıldırım, Y., & Şahan, H. (2017). The Students at the Faculty of Sport Sciences Academic Self-Efficacy and Academic Examination of the Relationship Between Levels of Motivation: Example of Akdeniz Universit. Journal of Sports Sciences Turkey, 1(1), 38-47.
  • Fox, C. K., Barr‐Anderson, D., Neumark‐Sztainer, D., & Wall, M. (2010). Physical activity and sports team participation: Associations with academic outcomes in middle school and high school students. Journal of school health, 80(1), 31-37.
  • Güllü, M., Cengiz, Ş. Ş., Öztaşyonar, Y., & Kaplan, B. (2016). Study Of Behaviors Of Secondary School Students Towards The Physical Education Lesson In Terms Of Some Variances (Case Of Şanliurfa). Gaziantep University Journal of Sport Sciences,1(2), 49-61.
  • Güllü M. ve Güçlü M. (2009). Devolopıng of Attıtude Scale Of Physıcal Educatıon Lesson For Secondary Educatıon Students. Nigde University Journal of Physical Education and Sports Sciences, 3 (2), 5-22.
  • Hamad Amin, B.M. (2018) Examination of academic self-efficacy and quality of life of university students according to physical activities. (The case of Van). Master Thesis. Van Yüzüncü Yıl University, Institute of Educational Sciences, Van.
  • Janssen, I., LeBlanc, A. G. (2010). Systematic review of the health benefits of physical activity and fitness in school-aged children and youth. International journal of behavioral nutrition and physical activity, 7(1), 40.
  • Jerusalem, M., Schwarzer, R. (1981). Fragebogen zur Erfassung von "Selbstwirksamkeit. Skalen zur Befindlichkeit und Persoenlichkeit In R. Schwarzer (Hrsg.). (Forschungsbericht No. 5). Berlin: Freie Universitaet, Institut fuer Psychologie.
  • Kangalgil, M., Hünük, D., & Demirhan, G. (2006). Comparıson of Elementary School, Hıgh School and Unıversıty Students’ Attıtudes Toward Physıcal Educatıon and Sport. Journal of Sport Sciences, 17(2), 48-57.
  • Karakaş, G., Yaman, C. (2014). The Role of Family in Motivating The Children With Disabilities To Do Sport. Procedia-Social and Behavioral Sciences, 152, 426-429.
  • Karasar, N. (2016). Scientific Research Methods: Concepts, Principles and Techniques. (31st Edition). Ankara: Nobel Publication Distribution.
  • Keskin, N., Öncü, E., & Küçük, K. S. (2016). Attıtudes and Self-Effıcacy of Mıddle School Students Toward Physıcal Educatıon Classes. Journal of Physical Education and Sport Sciences, 14(1), 93-107.
  • Kim, H. J., & Hong, S. M. (2019). The Effects of Grit and Academic Self-Efficacy on Major Satisfaction among Students in Health-Related College Majors. Medico-Legal Update, 19(1), 496-500.
  • Luke, M. D., & Sinclair, G. D. (1991). Gender differences in adolescents’ attitudes toward school physical education. Journal of Teaching in physical Education, 11(1), 31-46.
  • Luszczynska, A., Gutiérrez‐Doña, B., & Schwarzer, R. (2005). General self‐efficacy in various domains of human functioning: Evidence from five countries. International journal of Psychology, 40(2), 80-89.
  • Macgregor, A. P., Borghese, M. M., & Janssen, I. (2019). Is replacing time spent in one type of physical activity with another associated with health in children?. Applied Physiology, Nutrition, and Metabolism, (ja).
  • Moral-García, J. E., Ruiz-Ariza, A., Grao-Cruces, A., Manuel, J., & Martínez-López, E. J. (2018). Satisfaction of Spanish high school students with physical education: gender, age, physical activity level and body type. South African Journal for Research in Sport, Physical Education and Recreation, 40(1), 71-84.
  • Moritz, S. E., Feltz, D. L., Fahrbach, K. R., & Mack, D. E. (2000). The relation of self-efficacy measures to sport performance: A meta-analytic review. Research quarterly for exercise and sport, 71(3), 280-294.
  • Physical Activity Guidelines Advisory Committee. (2008). Physical activity guidelines advisory committee report, 2008. Washington, DC: US Department of Health and Human Services, 2008, A1-H14.
  • Schunk, D.H. (2009). Learning Theories, an educational perspective (Trans.Ed.Muzaffer Sahin), Nobel Publication Distribution, Ankara: 137.
  • Strong, W. B., Malina, R. M., Blimkie, C. J., Daniels, S. R., Dishman, R. K., Gutin, B., ... & Rowland, T. (2005). Evidence based physical activity for school-age youth. The Journal of pediatrics, 146(6), 732-737.
  • Yılmaz, M., Gürçay, D., & Ekici, G. (2007). Adaptatıon of The Academıc Self-Effıcacy Scale To Turkısh. Hacettepe Unıversity Journal of Education, 33(33), 253-259.
  • Yorulmaz, M. (2019). Academıc Self-Effıcacy In Students: Department of Health Management. Business & Management Studies: An International Journal, 7(1), 172-189.
  • Zhang, Y., Dong, S., Fang, W., Chai, X., Mei, J., & Fan, X. (2018). Self-efficacy for self-regulation and fear of failure as mediators between self-esteem and academic procrastination among undergraduates in health professions. Advances in Health Sciences Education, 23(4), 817-830.
  • Zimmerman, B. J. (1995). Self-efficacy and educational development. In A. Bandura (Ed.), Selfefficacy in changing societies. s. 202-231. New York: Cambridge University Press.
International Journal of Sport Culture and Science-Cover
  • ISSN: 2148-1148
  • Başlangıç: 2013
  • Yayıncı: Uluslararası Bilim Kültür ve Spor Derneği (UBİKS)
Arşiv
Sayıdaki Diğer Makaleler

Zeynep YILDIRIM, Emre ÇİLİNGİR

Sabiha Gizem ENGİN, Veli Onur ÇELİK

Sonnur KÜÇÜK KILIÇ

Murat SARIKABAK

Tolga ŞAHİN

Belkadi ADEL, Mime MOKHTAR, Benchehida ABDELKADER, Sebbane MOHAMED, Benbernou OTHMAN