Relationships Among Teachers’ Self-Efficacy and Students’ Motivation, Atmosphere, and Satisfaction in Physical Education

Pan, Yuling

doi:10.1123/jtpe.2013-0069

Cited by 71 publications

(55 citation statements)

References 37 publications

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“…One self-efficacy subscale of this instrument measures efficacy for teaching students with special needs in regular PE class. The importance of self-efficacy for PE teachers was emphasized by Pan's (2014) findings showing that there is a positive causal relationship among teachers' selfefficacy and students' learning motivation, learning atmosphere, and learning satisfaction in senior high school physical education. Hutzler, Zach, and Gafni (2005) applied the selfefficacy instrument to students of PE teacher education in regard to the inclusion of students with disabilities in general physical education.…”

Section: Self-efficacymentioning

confidence: 99%

Czech self-efficacy scale for physical education majors towards children with disabilities

Baloun¹,

Kudláček²,

Sklenaříková³

et al. 2016

Acta Gymnica

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Section: Self-efficacymentioning

confidence: 99%

Czech self-efficacy scale for physical education majors towards children with disabilities

Baloun¹,

Kudláček²,

Sklenaříková³

et al. 2016

Acta Gymnica

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“…At high education level, it has been reported that lecturers' competence has positive and significant effects on students' satisfaction (Sahin, 2014;Seng, 2013;Winahyuningsih & Edris, 2012;Rahmawati 2013;Lee, 2008;Wu et al, 2010). Of course, there are other factors that influence students' satisfaction in learning that go hand in hand with teachers' competence factors (Widoyoko and Rinawati, 2012;Asto, 2012;Machali, 2011;Wahjanto, 2007;Sutardi and Sugiharsono, 2016;Al-Ajami and Soeharto, 2014;Pan, 2014).…”

Section: Introductionmentioning

confidence: 99%

Efforts in Improving Teachers’ Competencies Through Collaboration between Teacher Forum on Subject Matter (MGMP) and Pre-Service Teacher Training Institution (LPTK)

Purwoko

Andayani

Muntar

et al. 2017

JPII

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The goal of this study is to improve high school chemistry teacher's competency in terms of classroom instruction. This goal is achieved through the workshop and continuous assistance activities that enable teachers to improve their knowledge and skills in developing learning scenarios that reflect scientific methods (brain-based learning) in the classroom instruction. The effect of teachers' competence improvement was measured by a survey of student's perception on the classroom teaching-learning process, using Likert-scale questionnaire. The first poll was conducted before the program was started, and the second one was after the program completion. The first observation shows that only 18% of students perceive that the chemistry learning process in the classroom are "good," while the rest (82%) say that it is "fair". However, the second poll shows that there are 45% of students who perceive that the learning process is "good"; interestingly, there are 35%, and 20% of respondents say "excellent" and "fair," respectively. Furthermore, data analyses using chi-square test conclude that the continuous teacher assistance activity significantly improves teachers' competencies. This article describes detailed of collaboration program and the results of improvement of chemistry teachers' competence in north Lombok regency.

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“…Que el alumnado perciba que el docente muestra un mayor interés hacia las clases favorece y mejora el clima de aprendizaje que se genera en el aula, sintiéndo-se el alumno más cómodo y comunicativo tanto con el docente como con los compañeros. Este hecho se relaciona directamente con la autoeficacia del docente (Pan, 2014).…”

Section: Discussionunclassified

Connection between the attitudinal style and students’ assessment responsibility in Physical Education

Alcalá¹,

Pueyo²,

Río³

2017

CCD

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ResumenEl objetivo del presente estudio fue analizar en qué medida influye el enfoque pedagógico utilizado por el docente en la percepción de los estudiantes de Educación Física sobre su nivel de responsabilidad en el proceso evaluador. Participaron 684 alumnos (57.3% mujeres y 42.7% varones) de los cuatro cursos de la Educación Secundaria Obligatoria, con una media de edad de 13.72 ± 1.12 años. Todos ellos vivenciaron una Unidad Didáctica de acrobacias, 332 bajo una metodología téc-nica-tradicional (grupo control) y 352 bajo el estilo actitudinal (grupo experimental), cumplimentando antes y después de la intervención la Escala de Responsabilidad del Alumno en la Evaluación de Educación Física. Los resultados mostraron que la percepción de responsabilidad sobre el proceso evaluador aumentó significativamente en el grupo que experimentó el estilo actitudinal (p < .005), lo que indica la incidencia del estilo. Posteriores análisis señalaron en el grupo experimental diferencias significativas en la implicación en la evaluación en función del expediente académico (p=.024), así como en los cursos más elevados (p = .036).Palabras clave: Evaluación, metodología, educación secundaria, acrobacias. AbstractThe goal of the present study was to assess to what extent the pedagogical approach influences physical education students' perceptions of their degree of responsibility in the assessment procedure. 684 students (57.3% females and 42.7% males) from the four grades of secondary education with a mean age of 13.72 ± 1.12 years participated within this study. They all experienced the same learning unit on acrobatics under two different instructional approaches: 332 students in the technical-traditional methodology (control group) and 352 in the attitudinal style (experimental group), and completed the Scale of Student's Responsibility in the Physical Education Assessment prior and post intervention. Results showed that the students' perception of the transfer of responsibility during the assessment procedure significantly changed only in the attitudinal style group (p < .005). Further analysis in the experimental group indicated significant differences in involvement in the assessment according to the academic results (p = .024) and in the higher grades (p = .036).

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Relationships Among Teachers’ Self-Efficacy and Students’ Motivation, Atmosphere, and Satisfaction in Physical Education

Cited by 71 publications

References 37 publications

Czech self-efficacy scale for physical education majors towards children with disabilities

Czech self-efficacy scale for physical education majors towards children with disabilities

Efforts in Improving Teachers’ Competencies Through Collaboration between Teacher Forum on Subject Matter (MGMP) and Pre-Service Teacher Training Institution (LPTK)

Connection between the attitudinal style and students’ assessment responsibility in Physical Education

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