Physical Education Affects Adolescents' Peer Acceptance: Influence Of Gender and Motivation Climate

2019 ◽  
Vol 47 (4) ◽  
pp. 1-11
Author(s):  
Myoungjin Shin ◽  
Minkwon Moon ◽  
Changhyun Lee ◽  
Sun-Yong Kwon
Keyword(s):  
Physical Education ◽  
Hierarchical Linear Modeling ◽  
Peer Acceptance ◽  
Negative Relationship ◽  
Physical Education Teachers ◽  
Linear Modeling ◽  
School Year ◽  
Class Climate ◽  
Education Activity

We examined the influence of physical education activity on peer acceptance in adolescents over time, and how this influence changes based on gender and motivation climate in class. Participants were 157 middle school freshman students (81 boys, 76 girls) at a school in South Korea. Results of hierarchical linear modeling showed that peer acceptance among girls decreased over the 12-week period of our study, but there were no significant changes in peer acceptance among boys. Furthermore, peer acceptance decreased when boys participated in physical education activity more diligently, but this negative relationship weakened when the class was instructed in a noncontrolling climate. However, physical education activity and class climate did not significantly affect peer acceptance among girls. The results imply that the role of physical education teachers is important in the formation of peer acceptance at the beginning of the school year.

scholarly journals Effect of Aggression on Peer Acceptance Among Adolescents During School Transition and Non-Transition: Focusing on the Moderating Effects of Gender and Physical Education Activities

2019 ◽  
Vol 16 (17) ◽  
pp. 3190
Author(s):  
Myoungjin Shin ◽  
Changhyun Lee ◽  
Yongsik Lee
Keyword(s):  
Physical Education ◽  
Peer Acceptance ◽  
Negative Relationship ◽  
School Transition ◽  
Female Students ◽  
Moderating Effects ◽  
Youth Policy ◽  
Negative Effect ◽  
Education Activity ◽  
Policy Institute

The present study examined the effect of aggression on peer acceptance among adolescents. We focused on the moderating effects of gender and participation in physical education activities and examined whether these effects varied during school transition. We used longitudinal data of adolescents aged 10 to 17 years that were obtained from a survey that was conducted by the National Youth Policy Institute. In only early adolescence, the interaction effect of gender and physical education activity influenced the relationship between aggression and peer acceptance. Specifically, the negative relationship between aggression and peer acceptance was strengthened among female students who participated in physical education activities as compared to female students who did not. This effect was not observed in male students. However, during transition from primary to secondary school, the negative effect of physical education activities did not exist. For middle-adolescents, for whom physical education activities increased more than previous years, the negative relationship between aggression and peer acceptance worsened. These influences were the same, regardless of gender. Thus, this study suggests that physical education activities improve the negative relationship between aggression and peer acceptance during school transition.

scholarly journals Perceived overqualification and its outcomes: The moderating role of organizational learning

2017 ◽  
Vol 45 (10) ◽  
pp. 1675-1690 ◽  
Author(s):  
Boyang Zheng ◽  
Zhongming Wang
Keyword(s):  
Organizational Learning ◽  
Hierarchical Linear Modeling ◽  
Affective Commitment ◽  
Negative Relationship ◽  
Linear Modeling ◽  
And Performance ◽  
Perceived Overqualification ◽  
The Relationship ◽  
Moderating Role

We investigated the moderating role of organizational learning on the relationship between perceived overqualification and job satisfaction, affective commitment, and performance. Participants were 49 teams composed of employees and their managers (N = 301) in China. We used a hierarchical linear modeling approach for analysis. The results indicated that when the level of organizational learning was high, the negative relationship between perceived overqualification and affective commitment was stronger, whereas the positive relationship between perceived overqualification and performance was weaker when the level of organization learning was high. These findings imply that, in regard to affective commitment and job performance, in terms of organizational learning, it might be better for employees to be just sufficiently qualified or underqualified rather than overqualified. In this study we have contributed to the literature on the moderators of the relationship between perceived overqualification and its outcomes.

scholarly journals Adopting the Situation in School Questionnaire to Examine Physical Education Teachers’ Motivating and Demotivating Styles Using a Circumplex Approach

2021 ◽  
Vol 18 (14) ◽  
pp. 7342
Author(s):  
Géraldine Escriva-Boulley ◽  
Emma Guillet-Descas ◽  
Nathalie Aelterman ◽  
Maarten Vansteenkiste ◽  
Nele Van Doren ◽  
...  
Keyword(s):  
Physical Education ◽  
Autonomy Support ◽  
Future Research ◽  
Physical Education Teachers ◽  
Structure Control ◽  
Fine Grained ◽  
Circular Structure ◽  
Need Support ◽  
Academic Courses

Grounded in SDT, several studies have highlighted the role of teachers’ motivating and demotivating styles for students’ motivation, learning, and physical activity in physical education (PE). However, most of these studies focused on a restricted number of motivating strategies (e.g., offering choice) or dimensions (e.g., autonomy support). Recently, researchers have developed the Situations-in-School (i.e., SIS-Education) questionnaire, which allows one to gain a more integrative and fine-grained insight into teachers’ engagement in autonomy-support, structure, control, and chaos through a circular structure (i.e., a circumplex). Although teaching in PE resembles teaching in academic courses in many ways, some of the items of the original situation-based questionnaire (e.g., regarding homework) are irrelevant to the PE context. In the present study, we therefore sought to develop a modified, PE-friendly version of this earlier validated SIS-questionnaire—the SIS-PE. Findings in a sample of Belgian (N = 136) and French (N = 259) PE teachers, examined together and as independent samples, showed that the variation in PE teachers’ motivating styles in this adapted version is also best captured by a circumplex structure, with four overarching styles and eight subareas differing in their level of need support and directiveness. The SIS-PE possesses excellent convergent and concurrent validity. With the adaptations being successful, great opportunities for future research on PE teachers (de-)motivating styles are created.

scholarly journals Rhythmic Features of Movement Synchrony for Bonding Individuals in Dyadic Interaction

2019 ◽  
Vol 44 (1) ◽  
pp. 173-193 ◽  
Author(s):  
Ken Fujiwara ◽  
Masanori Kimura ◽  
Ikuo Daibo
Keyword(s):  
Hierarchical Linear Modeling ◽  
Dyadic Interaction ◽  
Wavelet Coherence ◽  
Linear Modeling ◽  
Theoretical Contribution ◽  
Bonding Effect ◽  
Slow Tempo ◽  
Movement Synchrony ◽  
The Impact

Abstract This study examined ways in which rhythmic features of movement contribute to bonding between individuals. Though previous studies have described synchrony as a form of social glue, this research extends those findings to consider the impact of fast versus slow tempo on movement synchrony. This two-part experiment examined dyadic interactions as they occurred between same-sex strangers (Study 1) and friends (Study 2). Participants were video-recorded as they engaged in 5- or 6-min chats, and synchrony was evaluated using wavelet transform via calculations of cross-wavelet coherence. Study 1 employed regression commonality analysis and hierarchical linear modeling and found that among various frequency bands, rapport between individuals was positively associated with synchrony under 0.025 Hz (i.e., slower than once every 40 s) and 0.5–1.5 Hz (i.e., once every 0.67–2 s). On the contrary, Study 2 determined that synchrony of 0.5–1.5 Hz was not impactful among friend dyads and only predictive of the motivation to cultivate a friendly relationship during interactions with strangers. These results indicate the existence of a distinctive rhythm for bonding individuals, and the role of pre-existing friendship as a moderator of the bonding effect of synchrony. However, the role of relative phase (i.e., timing of movement; same versus opposite timing) remains unclear, as the ratio of in- and anti-phase patterning had no significant influence on perceived rapport and motivation to develop relationships. On the basis of the research results, a theoretical contribution is proposed to the study of interpersonal coordination.

scholarly journals Relations Between Teacher Talk Characteristics and Child Language in Spoken-Language Deaf and Hard-of-Hearing Classrooms

2018 ◽  
Vol 61 (12) ◽  
pp. 2977-2995 ◽  
Author(s):  
Molly K. Duncan ◽  
Amy R. Lederberg
Keyword(s):  
Hierarchical Linear Modeling ◽  
Hard Of Hearing ◽  
Wait Time ◽  
Teacher Talk ◽  
Second Grade ◽  
Linear Modeling ◽  
Spoken English ◽  
School Year ◽  
Hearing Children ◽  
Explicit Vocabulary

PurposeThe aim of this study was to examine relations between teachers' conversational techniques and language gains made by their deaf and hard-of-hearing students. Specifically, we considered teachers' reformulations of child utterances, language elicitations, explicit vocabulary and syntax instruction, and wait time.MethodThis was an observational, longitudinal study that examined the characteristics of teacher talk in 25 kindergarten through second-grade classrooms of 68 deaf and hard-of-hearing children who used spoken English. Standardized assessments provided measures of child vocabulary and morphosyntax in the fall and spring of a school year. Characteristics of teacher talk were coded from classroom video recordings during the winter of that year.ResultsHierarchical linear modeling indicated that reformulating child statements and explicitly teaching vocabulary were significant predictors of child vocabulary gains across a school year. Explicitly teaching vocabulary also significantly predicted gains in morphosyntax abilities. There were wide individual differences in the teachers' use of these conversational techniques.ConclusionReformulation and explicit vocabulary instruction may be areas where training can help teachers improve, and improvements in the teachers' talk may benefit their students.

scholarly journals New Potential Solutions for Mentors in the Development of Physical Education Teachers

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
István Győri ◽  
József Márton Pucsok ◽  
Melinda Biró
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Public Education ◽  
Physical Education ◽  
Physical Education Teachers ◽  
The Past ◽  
Key Aspects ◽  
Special Factors

  The Hungarian Educational System, the Higher Education also Teacher Education have been constantly changing over the past decades. According to the results of international and domestic examinations, there is an increasing need for new standards and approaches,  in the entire Public Education, especially Teacher Education sector. The purpose of our study was to examine the key aspects of the mentoring process in physical education. We were trying to identify those special factors and identify new trends in the area of physical education. What is the role of these factors in the process of professional development of a teacher.  

scholarly journals The role of physical education teacher creativity in mediating the influence of HRM practices and performance during the COVID-19 pandemic

2021 ◽  
Vol 6 (3) ◽  
pp. 349-357
Author(s):  
Abdurrohman Muzakki ◽  
Immanuel Muammal ◽  
Bayu Prakoso
Keyword(s):  
Physical Education ◽  
Teacher Performance ◽  
Physical Education Teachers ◽  
Direct Influence ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Hrm Practices ◽  
Teacher Creativity ◽  
And Performance

This research was conducted with the aim of analyzing the position of teacher creativity in an effort to mediate the influence of the practice of Human Resource Management (HRM) which can be carried out by schools to improve teacher performance. This type of research is an explanatory research and also uses a quantitative approach. The variables in this research include several aspects such as the practice of implementing HRM, Teacher Creativity, and the performance of Sports Physical Education Teachers. This research was conducted by reaching a number of 102 Sports Physical Education teachers consisting of several levels such as elementary, middle, and high schools in Malang City, Malang Regency and Batu City. Information can be obtained by distributing questionnaires either directly (offline) or online. The analysis of data information was carried out by researchers using SEM-PLS with the WARP PLS 7 application Meanwhile, the results of this research indicate the findings that the practice of HRM does not have a direct influence on the performance of Sports Physical Education Teachers with a significance value of 0.30 and the effect of HR Practice on The performance of sports teachers mediated by teacher creativity has a significance value of <0.001, which means that the teacher's creativity fully mediates the effect of HR practice on the performance of sports teachers.

scholarly journals El lugar de las actividades físicas cooperativas en una programación de Educación Física por dominios de acción (The place of physical activities in a cooperative program of physical education across domains of action)

Retos ◽  
2015 ◽  
pp. 36-40
Author(s):  
Víctor Manuel López Pastor
Keyword(s):  
Physical Education ◽  
Learning Outcomes ◽  
Physical Activities ◽  
Knowledge Gain ◽  
Education Curriculum ◽  
Cooperative Program ◽  
Learning Content ◽  
Class Climate ◽  
Common Strategy

En éste trabajo analizamos el lugar que deben ocupar las Actividades Físicas Cooperativas (AFC) en el currículum de Educación Física (EF) en el momento actual. En un primer apartado defendemos que la corriente que más nos puede ayudar a dotar a nuestra área de un mayor rigor y una lógica de funcionamiento a la hora de secuenciar los aprendizajes es la denominada «Programación por Dominios de Acción», basada en la Praxiología Motriz. En el segundo apartado señalamos cinco grandes líneas de trabajo a la hora de comenzar a situar el sentido de las AFCen el currículum de EF: 1-como contenido de aprendizaje; 2-como recursos y estrategias habituales; 3-como momentos y actividades puntuales, 4-como recurso básico en la mejora de la convivencia y el clima del aula y 5-como recurso transversal y permanente en parte de las sesiones y los tiempos de trabajo.Abstract: In the present article, we analyze the place that cooperative physical activities should have in the present Physical Education curriculum. In the first part, we show that the actual trend that can help our field of knowledge gain rigour and effectiveness to order the learning outcomes is known as «Programming through Action Domains», based on the Motor Praxiology theory. In the second part, we show five lines of work that will help establish the role of cooperative physical activities inside the Physical Education curriculum: 1-as a learning content; 2-as a common strategy and resource; 3-as a temporary activity; 4-as a basic resource for improving class’ climate and coexistence and 5-as a permanent resource for the classroom.

Job disengagement among physical education teachers: insights from a cross-sectional web survey with path modeling analysis (Preprint)

2021 ◽  
Author(s):  
Nasr Chalghaf ◽  
Wen Chen ◽  
Noomen Guelmami ◽  
Noureddine Ben Said ◽  
Maher Ben Khalifa ◽  
...  
Keyword(s):  
Job Satisfaction ◽  
Physical Education ◽  
Work Stress ◽  
Perceived Stress ◽  
Work And Family ◽  
Shared Responsibility ◽  
Physical Education Teachers ◽  
The Relationship ◽  
Conflict Scale

BACKGROUND Physical education teachers often experience stress and job disengagement. OBJECTIVE This study aims to develop a measurement scale of job disengagement among physical education teachers and to present an explanatory model by presenting the mediating role of perceived stress as a major factor in disengagement and job satisfaction, also the relationship between family and work as an indirect effect for this phenomenon. METHODS A total of 268 primary and secondary school physical education teachers, made up of 165 men (54.46%) and 138 women (45.54%) participated voluntarily in our study. The measuring instruments are the work disengagement scale, the Perceived stress scale, the Work-family conflict scale (WFC), the family-work conflict scale (FWC), and the scale of dissatisfaction at work. RESULTS the Arabic language versions of the WFC and the FWC had reasonably adequate psychometric properties which were justified by confirmatory analyzes and by the measurement of reliability, convergent and discriminant validity through the measurement model in SmartPls. Likewise, the structural model established with the SmartPLS software confirmed strong links of the concepts FWC, WFCS, the questionnaire of job satisfaction, the perceived stress with the disengagement of work among teachers of physical education. CONCLUSIONS There is a growing interest in helping teachers cope with the daily pressures of work and family. A positive organizational context is a context with clear values regarding work priorities that constitutes the basis of a feeling of shared responsibility and professional support.Good conditions can act as protective factors reducing work stress and positively influencing personal well-being, work attitudes, work commitment, and professional efficiency. Additional teacher research is needed to examine the relationship between perceived work stress and the role of families, also the extent to which this association can have a significant impact on teachers' commitment to work.

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