Students' race and teachers' social support affect the positive feedback bias in public schools.

2012 ◽  
Vol 104 (4) ◽  
pp. 1149-1161 ◽  
Author(s):  
Kent D. Harber ◽  
Jamie L. Gorman ◽  
Frank P. Gengaro ◽  
Samantha Butisingh ◽  
William Tsang ◽  
...  
Keyword(s):  
Social Support ◽  
Public Schools ◽  
Positive Feedback

scholarly journals Influence of the Coach’s Method and Leadership Profile on the Positive Development of Young Players in Team Sports

2021 ◽  
pp. 9-16
Author(s):  
Luis Rogério de Albuquerque ◽  
Eduardo Mendonça Scheeren ◽  
Gislaine Cristina Vagetti ◽  
Valdomiro de Oliveira
Keyword(s):  
Social Support ◽  
Public Schools ◽  
Social Skills ◽  
Young People ◽  
Goal Setting ◽  
Positive Feedback ◽  
Cognitive Skills ◽  
Team Sports ◽  
Positive Development ◽  
After School

In a time of instability caused by adolescence, sport may represent a resource to prevent future individual and social problems. Within the complex relationships developed in social sports contexts, the figure of the coach can be fundamental for the development of a beneficial environment. The objective of the research was to investigate the relationship between the teaching methods and leadership profile of the coach and outcomes on the perception of positive development of young people participating in an after school sports program. In total participated, 910 adolescents (14.0 ± 1.8 years) and 57 coaches (45.57 ± 7.25 years) in 37 public schools in the city of Curitiba, in the state of Paraná-Brazil. Ordinal logistic regression was used to verify the independent associations between the variables sex, category, sport, trainer methodology, perception of the coaches, and perception of the athletes with the tertiles of the scores of each developmental characteristic of the young athletes (personal and social skills, cognitive skills, goal setting, and initiative). Odds ratios (OR) were obtained with a 95% confidence interval (95%CI), adopting p < 0.05. The small sized games method were positively associated with cognitive skills and goal setting. Positive associations were also found between athletes’ perceptions of the leadership profile of coaches with: personal and social skills (instructor, democratic behaviour, social support, and positive feedback), cognitive skills (instructor, democratic behaviour, and social support), goal setting (instructor, social support, and positive feedback), and initiative (instructor and positive feedback). In addition, the athletes’ perception of the coaches’ autocratic behaviour was inversely associated with personal and social skills and goal setting. For the evaluated program, the results suggest the choice, on the part of the coaches, of small sized games, combined with a democratic, affective, motivating leadership profile that provides instructions on technical skills and game strategies. The combination of the designated psych-pedagogical aspects is correlated to the positive development of young people through team sports.

Social support and the positive feedback bias to minorities

2011 ◽  
Author(s):  
Kent Harber ◽  
Jamie L. Gorman ◽  
Frank P. Gengaro ◽  
Samantha Butisingh ◽  
Rebecca Ouellette ◽  
...  
Keyword(s):  
Social Support ◽  
Positive Feedback

scholarly journals Social support and its relationship to the level of achievement of high school students in Jordanian public schools: المساندة الاجتماعية وعلاقتها بمستوى الإنجاز لدى طلبة الثانوية العامة في المدارس الحكومية الأردنية

2020 ◽  
Vol 4 (42) ◽  
Author(s):  
Samar Fahed Al-Faleh
Keyword(s):  
Social Support ◽  
High School ◽  
High School Students ◽  
Public Schools ◽  
Family Support ◽  
Faculty Members ◽  
School Students ◽  
Government Schools ◽  
The Family ◽  
The Relationship

The study aimed to identify the level of social support (support by friends, support from the family, support by the teacher), and to analyze the relationship between social support and achievement among students of High school students in government schools. The study followed descriptive analytical approach based on a questionnaire applied to 137 students of Karak government schools. The study found that the students get moderate level of social support; the study showed that the level of friends support came first, followed by teacher support, followed by family support, and found a relationship between social support and achievement in Students of Karak government schools. In light of the results, the study recommended several recommendations, the most important of which is to sensitize parents and faculty members about the importance of social support.

scholarly journals Prevalence and factors associated with active transportation to school for adolescents

2020 ◽  
Vol 54 ◽  
pp. 78
Author(s):  
Edina Maria De Camargo ◽  
Michael Pereira da Silva ◽  
Jorge Mota ◽  
Wagner De Campos
Keyword(s):  
Physical Activity ◽  
Social Support ◽  
Public Schools ◽  
Psychosocial Factors ◽  
Binary Logistic Regression ◽  
Active Transportation ◽  
Logistic Regression Models ◽  
Factors Associated ◽  
The Social ◽  
Parental Schooling

OBJECTIVE: To verify the prevalence and factors associated with active transportation to school (ATS) among Brazilian adolescents attending public schools. METHODS: Crossectional study with a representative sample of 1,984 adolescents (55.9% girls). Sociodemographic variables included were: gender, age, parental schooling, and socioeconomic status. Psychosocial factors included were: social support from parents and friends for physical activity. Walking, cycling, or skateboarding to school were considered models of active transportation. Binary logistic regression models verified sociodemographic and psychosocial factors association with ATS, adopting p < 0.05. RESULTS: The prevalence of active transportation to school was 37.7% (16.2% boys and 21.5% girls). For boys, ATS was associated with: social support from parents in practicing physical activity together as a family (OR = 1.57; 95%CI 1.09–2.25), giving them rides (OR = 1.56; 95%CI 1.04–2.32), and remarking their good performance on it (OR = 1.73; CI95 1.08–2.76); as well as the social support from friends in practicing physical activity together (OR = 2.23; 95%CI 1.35–3.69). For girls, the likelihood of using ATS increased with age (OR = 1.43; 95%CI 1.06–1.92) and having friends who practice physical activity together with them (OR = 1.48, 95%CI 1.04–2.10). CONCLUSION: Age and social support for physical activity were associated with ATS. Parents who practice together, give rides, and remark on physical activities increase the likelihood of adolescent boys using ATS. Social support from friends to physical activity increased the likelihood of both genders using ATS.

School corporal punishment, family tension, and students’ internalizing problems: Evidence from India

2016 ◽  
Vol 38 (1) ◽  
pp. 60-77 ◽  
Author(s):  
Sibnath Deb ◽  
Aneesh Kumar ◽  
George W. Holden ◽  
Lorelei Simpson Rowe
Keyword(s):  
Social Support ◽  
Public Schools ◽  
Corporal Punishment ◽  
Private Schools ◽  
Internalizing Problems ◽  
Mental Health Problems ◽  
Research Literature ◽  
Anxiety And Depression ◽  
The Past ◽  
Student Functioning

There is considerable evidence that parental corporal punishment (CP) is positively associated with children’s behavioral and mental health problems. However, there is very little evidence addressing whether CP perpetrated by teachers or school staff is similarly associated with problematic student functioning. To address this gap in the research literature, data were collected from students in a locale where school CP continues to be widely practiced. Participants were 519 adolescents attending public or private schools in Puducherry, a city in eastern India. Students completed surveys assessing school CP, internalizing problems, social support, and resilience. The results indicated that 62% of the students reported experiencing school CP in the past 12 months, with males and those attending public schools being significantly more likely to report school CP than females and those in private schools. Youth who reported school CP reported more anxiety and depression. That relation was more pronounced in youth who reported family tension. Social support and resilience did not moderate the relations. The findings add to the substantial evidence about negative associations regarding the use of CP but in a new venue—the school, and provide some evidence for the need to change how students are disciplined in schools in India and elsewhere.

scholarly journals COLLEGE ATHLETES’ PERCEPTIONS OF COACHING BEHAVIOURS: DIFFERENCES BETWEEN INDIVIDUAL AND TEAM SPORTS

2016 ◽  
Vol 2 (101) ◽  
pp. 61-65
Author(s):  
Aleksandra Aleksic Veljkovic ◽  
Dusanka Djurovic ◽  
Ivana Dimic ◽  
Rifat Mujanovic ◽  
Kamenka Zivcic Markovic
Keyword(s):  
Social Support ◽  
Positive Feedback ◽  
College Athletes ◽  
Team Sports ◽  
Leader Behavior ◽  
Two Dimensions ◽  
Coaching Behaviors ◽  
Demographic Questionnaire ◽  
Coaching Behavior ◽  
Individual Sports

Background. The aim of this research was to examine differences between athletes’ perception of coaching behaviors in individual and team sports. Methods. College athletes (N = 100) participated in the study. Three questionnaires were administered to the athletes: Demographic questionnaire, Leadership Scale for Sports and Negative Coaching Behavior Questionnaire. Results. The results of this study revealed the significant differences among athletes’ perception of coaching behaviors in individual and team sports. Individual athletes in this study gave higher ratings to training and instruction, social support and positive feedback leader behavior from their coaches. Also, athletes from individual sports had smaller scores on two dimensions and total score of negative coaching behavior questionnaire. Conclusion. Those findings suggest that the behavior of the coach directed towards improving the performance of athletes` was higher evaluated from athletes in individual sports. Further studies should provide more information about coaches’ behavior during the competitive.

Leadership and Satisfaction in Athletics

1995 ◽  
Vol 17 (3) ◽  
pp. 276-293 ◽  
Author(s):  
Harold A. Riemer ◽  
Packianathan Chelladurai
Keyword(s):  
Social Support ◽  
Positive Feedback ◽  
The Other ◽  
Hierarchical Regression ◽  
Multidimensional Model ◽  
Other Hand ◽  
Perceived Leadership ◽  
Determinants Of Satisfaction ◽  
Member Satisfaction

This study investigated (a) the differences between the offensive and defensive personnel of football teams in preferred leadership, perceived leadership, and satisfaction with leadership, and (b) the relationships among preferred and perceived leadership, their congruence, and satisfaction with leadership. The study employed hierarchical regression procedures to test the congruence hypothesis derived from the multidimensional model of leadership. The results showed that defensive players preferred and perceived greater amounts of democratic behavior, autocratic behavior, and social support than did offensive players. Also, the congruence of preferred and perceived leadership in the dimension of social support was critical to enhancing member satisfaction. On the other hand, perceived leadership (i.e., the actual behaviors) in training and instruction as well as positive feedback were stronger determinants of satisfaction with leadership than either the preferred leadership or the congruence of preferred and perceived leadership in these dimensions.

scholarly journals The Relationships between Coaches’ Leadership Styles, Competitive State Anxiety, and Golf Performance in Korean Junior Golfers

2015 ◽  
Vol 24 (5-6) ◽  
pp. 371-386 ◽  
Author(s):  
Chul-Ho Bum ◽  
Stephen H. Shin
Keyword(s):  
Social Support ◽  
Leadership Styles ◽  
Positive Feedback ◽  
State Anxiety ◽  
Leadership Behavior ◽  
Psychological State ◽  
Multidimensional Model ◽  
Self Confidence ◽  
Cognitive Anxiety ◽  
Coaching Training

Abstract The purpose of this study was to determine whether Korean junior golf coaches’ leadership styles affect athletes’ competitive state anxiety before a game as well as their performance. In the Multidimensional Model of Leadership (MML), Chelladurai and Saleh (1980) identified five aspects of leadership behavior in coaching: training/instruction, democratic behavior, autocratic behavior, social support, and positive feedback. A survey was conducted with junior golfers participating in the 23rd Korean National Middle and High School Championship. Data from 216 questionnaires were used in the analysis. Multiple regression analyses were run on the data, revealing the following results. First, training/instruction and social support of coaches decreased cognitive anxiety before the game, whereas autocratic behavior increased it. Second, training/instruction and positive feedback of coaches increased self-confidence before the game. Third, training/instruction of coaches increased golf performance, whereas autocratic behavior decreased it. Finally, cognitive anxiety of golf athletes was found to reduce golf performance, whereas self-confidence increased it. Consequently, this study may deliver sport administrators and parents with understanding of how coaches’ leadership styles could influence on junior golfers’ psychological state and golf performance.

Positive development of young futsal players is influenced by the coach's method and leadership profile

2020 ◽  
pp. 174795412097947
Author(s):  
Luis Rogério de Albuquerque ◽  
Eduardo Mendonça Scheeren ◽  
Renato Rodrigues Biscaia ◽  
Gislaine Cristina Vagetti ◽  
Valdomiro de Oliveira
Keyword(s):  
Social Support ◽  
Logistic Regression ◽  
Public Schools ◽  
Social Skills ◽  
Young People ◽  
Goal Setting ◽  
Teaching Methods ◽  
Cognitive Skills ◽  
Positive Development ◽  
The City

The objective of the current study was to investigate the influence of the teaching methods and the leadership profile of the coach in relation to the positive development of young futsal practitioners. In total, 541 Brazilian adolescents (13.86 ± 1.61 years) and 34 Brazilian coaches (45.58 ± 5.81 years), from a public sports program in 29 public schools in the city of Curitiba, in the state of Paraná, participated in the study. Ordinal logistic regression was used to verify the independent associations between the variables sex, category, trainer methodology, and athletes' perception with the tertiles of the scores of each characteristic of positive development of young people. Odds ratios (CR) were obtained with a 95% confidence interval (95% CI) adopting p < 0.05. Small sized games were positively associated with goal setting (OR = 1.35; 95% CI = 1.05–1.74). Positive associations were also found between athletes' perceptions of the coaches' leadership profile with personal and social skills (instructor, democratic behavior), cognitive skills (instructor, democratic behavior and social support), goal setting (instructor, democratic behavior and social support), and initiative (instructor). A longer time spent in the program demonstrated significant correlations with personal and social skills, goal setting, and initiative. Girls presented significantly higher scores than boys regarding goal setting and initiative. For the program evaluated, the results suggest the coaches choose small sized games, combined with a democratic, affective, and accurate leadership profile in teaching instructions.

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