İlköğretim Öğrencilerinin Başarı Seçimi Beklenti Değeri Modeli ve Sınıf-İçi Rahatsız Edici Davranışları

  Abstract The purpose of this study is to examine relationships among elementary school boys and girls' expectancy beliefs, subjective task values, and their disruptive behaviors in a physical education program. One hundred and thirty one students (56 boys and 75 girls) in grades 3, 4, 5, and 6 completed questionnaires assessing their expectancy beliefs, subjective task values and self-reported disruptive behaviors. The result of this research revealed no gender differences for these variables. Results also indicated that there were no significant relationships between expectancy-value of achievement choice and students' disruptive behaviors for both gender. The present study suggests that expectancy-related beliefs and subjective task values were significant predictors of children's intentions for future participation in learning. Key Words: Expectancy beliefs, subjective task values, student misbehaviors, elementary schoolBu çalışmanın amacı, ilköğretim okulu erkek ve kız öğrencilerinin “beklenti inançları”, “öznel görev değerleri” ve “sınıf-içi rahatsız edici davranışları” arasındaki ilişkileri incelemektir. Araştırma, ilköğretim 3., 4., 5. ve 6. sınıflara devam eden 131 öğrenci (56 erkek ve 75 kız) ile yapılmış ve “beklenti inançları”, “öznel görev değerleri” ve “sınıf-içi rahatsız edici davranışları” değerlendiren anketleri tamamlandırılmıştır.Bu çalışmanın sonunda erkek ve kız öğrenciler açısından bu değişkenlerde bir farklılık görülmemiştir. Her iki cinsiyet için “başarı seçimi beklenti değeri” ve “sınıf-içi rahatsız edici davranışlar” arasındaki ilişkinin istatistik olarak önemi bulunmamasına rağmen,bu ilişkinin negatif bir ilişki olduğu tespit edilmiştir. Bu çalışma ilköğretim okulu erkek ve kız öğrencilerinin “beklenti inançları”, “öznel görev değerleri” ve “sınıf-içi rahatsız edici davranışları” arasındaki ilişkiyi inceleyen ilk çalışma olduğu için gelecekte bu konu üzerinde aynı ya da farklı eğitim ortamlarında araştırmaların tekrar edilmesi gerekmektedir.Sonuç olarak, bu çalışma,“beklenti inançları” ve “öznel görev değerlerinin” öğrencilerin derslere katılımlarını etkileyen önemli belirleyiciler olduğunu belirtmektedir.

Prediction of Upper Body Strength By Using Grip Strength Test in Division II American College Football Players’ Grip Strength

The purpose of this study was to investigate if the grip strength could be used to predict upper body strength of college football players through comparing dominant grip strength and upper body strength of col­lege football players. Forty-one Division II National Col­legiate Athletic Association football players (24 defen­sive players and 17 offensive players) participated in the present study. A grip strength dynamometer was used to measure grip strength of football players and the one-repetition maximum (1RM) bench press was used to measure participants’ upper body strength. Each play­er had undergone a minimum of eight weeks of heavy resistance training during the winter off-season con­ditioning program prior to measurement. None of the participants had a serious pre-existing injury that could hinder their performance throughout the study, and participants in the study had the ability to understand and perform bench press and grip strength tests. The Pearson product-moment coefficients of correlation and a simple regression were computed to determine relationship between 1RM bench press and grip strength. One-way analyses of variance (ANOVA) were conducted to test the differences in upper body and grip strength among offensive and defensive college football players and their player positions by using their relative strength. Notably, strength scores were divided by body weights to express bench press and grip strength relative to weight. The results of this study showed that grip strength test did not predict the upper body strength of college foot­ball players when we used the 1RM bench press strength test as a standard test to measure upper body strength of players (β = .248, p = .118)

An Examination of the Relationship Between Aerobic Fitness Level and Bodymass Index in 8 to 12 Year Old Children

The purpose of this study is to examine the relationship between 20 meter shuttle run test performance (aerobic fitness) and body mass index (BMI) among minority elementary school children of low socio-economic level in a physical education and sport program. Participants included 75 students in grades 3-6 (38 boys and 37 girls). A physician’s balance beam and a stadiometer (Holtain, UK) with the sliding vertical bar and hinged horizontal head lever were used to measure children’s weight and height. Then Body Mass Index (BMI) was calculated by dividing the children’s body weight in kilograms by height in meters squared. To examine relationship between 20 meter shuttle run test and BMI, the Pearson product-moment coefficients of correlation and a simple regression were computed. The results indicated that the relationship between 20 meter shuttle run test and BMI was low, negative but statistically significant (r = -.281, p \u3c.01), suggesting that a portion of this total variance may be explained by these measures. Low correlation and regression levels in this study indicate that other studies should be performed to examine such a relationship

Reliabity and validity of the trichotomous and 2×2 achievement goal models in Turkish University physical activity settings

The present research is designed to continue exploration of the reliability and validity of the 2 × 2 and trichotomous achievement goal frameworks in Physical Education Teacher Education (PETE) Turkish undergraduate physical activity courses. One hundred and fifty eight Turkish undergraduate students (116 males; 42 females) served as participants. They completed both the trichotomous and 2 × 2 achievement goal scales. Confirmatory factor analysis (CFA) was employed to examine and construct the validity of both the 2 × 2 and trichotomous achievement goal models. The results showed that the 2 × 2 achievement goal model represents an adequate fit to the data (X 2/df = 1.66, CFI = 0.91, GFI = 0.93, NNFI = 0.89, and RMSEA = 0.06). Cronbach's alpha coefficients for the mastery-approach, performance-approach, mastery-avoidance, and performance-avoidance goals were 0.65, 0.68, 0.72, and 0.60, respectively, indicating acceptable internal consistency. However, CFA analysis pointed out that the trichotomous achievement goal model provided a poor fit to the data (X 2/df = 1.59, CFI = 0.85, GFI = 0.88, NNFI = 0.69, and RMSEA = 0.06), although Cronbach's alpha coefficients in the trichotomous achievement goal model indicated acceptable reliability (mastery goals = 0.70, performance-approach goals = 0.73, and performance-avoidance goals = 0.64). Results from the present study indicate that only the 2 × 2 achievement goal model provides a reliable and valid measure of achievement goals for Turkish undergraduate students

Turkish students' opinions about their perceived motivational climate and effort/persistence in physical education

This study examined students' perceived motivational climates and explored how their perceived motivational climates might affect their reported persistence/effort in physical education classes. Participants consisted of 111 8th graders and 117 11th graders attending two public schools in central Turkey. Because 8th and 11th grades in Turkey represents a critical period of schooling in which students have to begin to prepare for the national high school and university entrance examinations, these grades were preferred to be involved in this study. In this study that used the Perceived Motivational Climate in Sport Questionnaire and Self-Reported Persistence/Effort Questionnaire, pearson-product correlations were performed to examine relationships between motivational climate and self-reported persistence and effort, simultaneous multiple regression analysis was employed to examine how motivational climates might affect student reports of their persistence/effort, and a multivariate analysis of variance (MANOVA) was used to examine gender and grade differences among the participants on the two perceived motivational climates. Pearson-product correlation analysis showed that task and ego- involved climates related positively to student persistence/effort. Multiple regression analysis revealed that task and ego-oriented climates were significant positive predictors of persistence/effort. The MANOVA yielded a significant main effect for grade differences (p < .001). Follow-up univariate ANOVAs revealed that 8th graders placed significantly higher values on students' self-reported persistence/effort. These findings indicate that the complex nature of perceived motivational climate in influencing students' persistence/effort may depend on physical education settings, grade levels, and socio-cultural norms

Gender differences in achievement goals and their relations to self-reported persistence/effort

Problem Statement: The assumption of the achievement goal theory is to develop competence and the notion that students set goals for themselves for participating in physical education classes. These goals can influence their cognition, attitude and behavior. Therefore, the achievement goal theory is a major theoretical framework for research on achievement-related cognitions and behaviors in sport and physical education settings. Achievement goal research in physical education has been conducted primarily in the United States and other Western countries. Research evidence, however, suggests that social, cultural and contextual factors influence students' achievement-related cognition, affect and behavior. Purpose of Study: The primary objective of this study was to examine achievement goals and their relationship to student persistence/effort for both male and female students in physical education classes. Methods: Two hundred and twenty-nine 8 th and 11 th grade Turkish students (122 boys and 107 girls) completed questionnaires assessing their achievement goals and persistence/effort. Before running Pearson correlation and regression analyses, a one-way MÁNOVA and follow-up univariate F tests were conducted to determine gender differences. Findings and Results: The results of this study showed that mastery and performance-approach goals demonstrated significant positive predictors of persistence/effort for both gender groups. The results also showed that no differences emerged in the mean scores of achievement goals and persistence/effort between gender groups. Conclusions and Recommendations: The results of the CFA and Cronbach a coefficients support the viability of the trichotomous model as a theoretical perspective in the assessment of student achievement goals in a physical education setting. Results of the study revealed no differences in the mean scores of achievement goals and persistence/effort between boys and girls. Mastery goals and performance-approach goals emerged as significant positive predictors of students' self-reported persistence/effort, but their predictive power differed by gender. Overall, results of this study provide additional empirical support for the trichotomous achievement goal model in general and to Turkish students specifically in the context of school physical education. More studies are needed in this area in order to appropriately understand the motivational processes across the gender. Such information gained from this line of inquiry would not only help the development of theory but could also lead to a better understanding of gender-appropriate motivational techniques

Gender differences in achievement goals and their relations to self-reported persistence/effort

Problem Statement: The assumption of the achievement goal theory is to develop competence and the notion that students set goals for themselves for participating in physical education classes. These goals can influence their cognition, attitude and behavior. Therefore, the achievement goal theory is a major theoretical framework for research on achievement-related cognitions and behaviors in sport and physical education settings. Achievement goal research in physical education has been conducted primarily in the United States and other Western countries. Research evidence, however, suggests that social, cultural and contextual factors influence students' achievement-related cognition, affect and behavior. Purpose of Study: The primary objective of this study was to examine achievement goals and their relationship to student persistence/effort for both male and female students in physical education classes. Methods: Two hundred and twenty-nine 8 th and 11 th grade Turkish students (122 boys and 107 girls) completed questionnaires assessing their achievement goals and persistence/effort. Before running Pearson correlation and regression analyses, a one-way MÁNOVA and follow-up univariate F tests were conducted to determine gender differences. Findings and Results: The results of this study showed that mastery and performance-approach goals demonstrated significant positive predictors of persistence/effort for both gender groups. The results also showed that no differences emerged in the mean scores of achievement goals and persistence/effort between gender groups. Conclusions and Recommendations: The results of the CFA and Cronbach a coefficients support the viability of the trichotomous model as a theoretical perspective in the assessment of student achievement goals in a physical education setting. Results of the study revealed no differences in the mean scores of achievement goals and persistence/effort between boys and girls. Mastery goals and performance-approach goals emerged as significant positive predictors of students' self-reported persistence/effort, but their predictive power differed by gender. Overall, results of this study provide additional empirical support for the trichotomous achievement goal model in general and to Turkish students specifically in the context of school physical education. More studies are needed in this area in order to appropriately understand the motivational processes across the gender. Such information gained from this line of inquiry would not only help the development of theory but could also lead to a better understanding of gender-appropriate motivational techniques

Achievement goals and their relations to self-reported persistence/effort in secondary physical education: A trichotomous achievement goal framework

Guided by the trichotomous achievement goal framework, the current study examined mastery, performance-approach, and performance-avoidance goals and their relations to self-reported persistence/effort among Turkish students in secondary physical education. Two hundred twenty-nine students in grades 8 and 11 completed questionnaires assessing their achievement goals and self-reported persistence/effort in secondary physical education. Results of this study revealed that 8th-graders scored significantly higher than 11th-graders on performance-approach goals and self-reported persistence/effort. Mastery goals and performance-approach goals emerged as significant positive predictors of students' self-reported persistence/effort, but their predictive power varied by grade. Overall, results of this study provide empirical support for the trichotomous achievement goal framework in the context of secondary school physical education. © 2008 Human Kinetics, Inc