scholarly journals HEALTH AND WELLBEING STATUS AMONG STUDENTS OF THE FACULTY OF PHYSICAL EDUCATION AND SPORTS: GENDER DIFFERENCES AND MARITAL STATUS

2018 ◽  
Vol VI (2) ◽  
Author(s):  
Shqipe Bajcinca-Brestovci ◽  
Liridona Jemini-Gashi ◽  
Meliha Brestovci ◽  
Lirie Lokaj
Keyword(s):  
Gender Differences ◽  
Physical Education ◽  
Marital Status ◽  
Health And Wellbeing

An Analysis by Gender of Long-Term Postschool Outcomes for Youth with and without Disabilities

1994 ◽  
Vol 61 (3) ◽  
pp. 282-300 ◽  
Author(s):  
Phyllis Levine ◽  
Eugene Edgar
Keyword(s):  
Gender Differences ◽  
Learning Disabilities ◽  
Mental Retardation ◽  
School Districts ◽  
Marital Status ◽  
Postsecondary Education ◽  
Independent Living ◽  
Mild Mental Retardation ◽  
Postschool Outcomes

This study analyzed gender differences in postschool outcomes for youth with learning disabilities, mild mental retardation, and no disabilities. Data were collected on two cohorts of graduates (549 youth who were graduated in 1985; 398 youth, in 1990) from three school districts. Data were collected at 1, 2, 6, and 7 years postgraduation. Comparisons were made between genders within disability groups on employment, postsecondary education attendance and graduation, engagement, independent living, marital status, and parenting. In contrast to the findings of other studies, few significant differences were noted between genders, except for the parenting category. A similar analysis between youth by disability category resulted in considerably more significant differences.

scholarly journals Gender, Marital Status and Life Satisfaction

2016 ◽  
Author(s):  
Theodore N Greenstein
Keyword(s):  
Gender Differences ◽  
Life Satisfaction ◽  
Marital Status ◽  
Employment Status ◽  
Religious Affiliation ◽  
World Values Survey ◽  
The World ◽  
Relationship Of ◽  
Main Effects ◽  
The Relationship

*This paper uses materials from the World Values Survey and the EuropeanValues Study from 2006-2014 to study the relationship of gender and maritalstatus to life satisfaction. In an analysis of 103,217 respondents from 81nations I find that while there do not seem to be main effects of gender onlife satisfaction – that is, women are no more or less satisfied with theirlives than are men -- gender moderates the effects of geographical region,age, employment status, education, religious affiliation, and attendance ofreligious services on life satisfaction. In particular, there aresubstantial differences in the effects of marital status on lifesatisfaction by gender. The gender differences in most effects are sosubstantial that I argue that it makes no sense to analyze lifesatisfaction data without performing separate analyses by gender. *

scholarly journals Teaching for Student and Societal Wellbeing in HPE: Nine Pedagogies for Social Justice

2021 ◽  
Vol 3 ◽  
Author(s):  
Göran Gerdin ◽  
Rod Philpot ◽  
Wayne Smith ◽  
Katarina Schenker ◽  
Kjersti Mordal Moen ◽  
...  
Keyword(s):  
Social Justice ◽  
Physical Education ◽  
School Health ◽  
School Curriculum ◽  
Health And Physical Education ◽  
Global Migration ◽  
Health And Wellbeing ◽  
Whole School ◽  
Social Inequities ◽  
Societal Level

We currently find ourselves living in precarious times, with old and new social inequities on the rise due to the challenges associated with an unprecedented rise of global migration and neoliberalism, amplified in our post COVID-19 world. Research has demonstrated that there is a high correlation between inequality at the societal level and the overall health and wellbeing of individuals within those societies. We believe that school health and physical education (HPE) has a significant role to play in addressing and acting on social inequities that impact on the wellbeing of both students and society as a whole. Based on the findings of an international research project called EDUHEALTH which explored pedagogies for social justice in school health and physical education (HPE) across Sweden, Norway and New Zealand, this paper aims to highlight the addressing of (in)equality and student wellbeing through HPE practice. In particular, the paper presents nine different but complementary pedagogies for social justice that we believe can improve individual, collective, and societal wellbeing. We conclude by proposing that, if adopted across a whole school curriculum, these nine pedagogies for social justice could form the basis of a holistic school-wide community approach aimed at improving both student and societal wellbeing.

A physical education/environmental education nexus: Transdisciplinary approaches to curriculum for a sense of belonging

2021 ◽  
pp. 1-12
Author(s):  
Kathryn Riley ◽  
Lynden Proctor
Keyword(s):  
Physical Education ◽  
Environmental Education ◽  
Sense Of Belonging ◽  
Gilles Deleuze ◽  
Wicked Problem ◽  
Transdisciplinary Approach ◽  
Health And Wellbeing ◽  
Agential Realism ◽  
Patterns Of Relating ◽  
A Site

Abstract Physical education (PE) is a site that brings categories of difference under erasure, presenting a wicked problem for how a sense of belonging is cultivated for all learners to foster physical activity, health and wellbeing across the lifespan. This article explores how, we, as two teachers of PE, turned to postqualitative and ‘new’ materialist inquiry to generate a sense of belonging within a PE/environmental education nexus. Taking up Karen Barad’s agential realism and Gilles Deleuze and Félix Guattari’s rhizome, we conceptualise this PE/environmental education nexus as a transdisciplinary approach to curriculum that enacts a knowing/being/thinking/doing between, and across, borders, boundaries, categories, fields and practices. We then show how this nexus was actualised in our teaching practices through two vignettes. As transdisciplinary approaches to curriculum are grounded in the lived, embodied and embedded (micro) politics of location, individuals are imbued with affective obligation to enact affirmative patterns of relating moment-to-moment. This means that a sense of belonging is always imminent, invented and co-created, bringing attention to situated obligations to enact good relations with ourselves, each other and wider planetary systems.

scholarly journals Examining Gender Differences, Personality Traits, Academic Performance, and Motivation in Ukrainian and Polish Students of Physical Education: A Cross-Cultural Study

2020 ◽  
Vol 17 (16) ◽  
pp. 5729 ◽  
Author(s):  
Cezary Kuśnierz ◽  
Aleksandra M. Rogowska ◽  
Iuliia Pavlova
Keyword(s):  
Gender Differences ◽  
Academic Performance ◽  
Physical Education ◽  
Intrinsic Motivation ◽  
Personality Traits ◽  
Academic Motivation ◽  
Five Factor Model ◽  
Cross Cultural ◽  
And Gender ◽  
The Relationship

Background: This study examined the relationship of academic performance with the Big Five traits of personality, academic motivation, and gender in a cross-cultural context. Methods: Participants in the study were 424 university students of physical education (PE) departments from Poland (53%) and Ukraine (47%). Undergraduates completed a brief version of the International Personality Item Pool (Mini-IPIP) to assess the Five-Factor model of personality, the Academic Motivations Scale (AMS), and grade point average (GPA). Results: Polish PE students scored higher in emotional stability and extroversion and had a higher GPA than Ukrainian PE undergraduates. Gender differences were found in both personality traits and academic motivation scales. Intrinsic motivation may predict academic performance. Conscientiousness and intellect emerged as mediators of the relationship between intrinsic motivation and academic performance and gender was found as a moderator in the relationship between conscientiousness and academic success. Conclusions: Women are more motivated regarding academic achievements than men. In addition to intrinsic motivation, the most important factors for academic grades are some personality traits, gender, and cultural differences. Openness and conscientiousness in men are mediators between intrinsic motivation and academic performance. The results of this study may be useful for PE academic teachers to improve the motivation of their students.

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