Social Skills Expression of Senior High School Age Students in Physical Education Classes

Akelaitis, Arturas

doi:10.13187/ejced.2015.14.232

Cited by 5 publications

(10 citation statements)

References 18 publications

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“…Siguiendo la tabla 2, podemos ver cómo para los alumnos, la EE como fin supone el 52% de los artículos recogidos, desglosando a su vez esta categoría en programas de EE, los cuales parten de las propias sesiones de EF (Simonton, Gran y Solmon, 2017;Garn, Simonton, Dasingert y Simonton, 2017;Akelaitis, 2015), del juego motriz (Miralles, Filella, y Lavega, 2017;Caballero et al 2016;Duran, Lavega, Salas, Tamarit e Inverno, 2015), de la aplicación de la condición física (Mujica, Orellana, Aránguiz y González, 2016) y de la autopercepción (Madrona y López, 2016). Además, se encuentran recogidas Tabla 1 Análisis de los artículos seleccionados en la relación de la Educación Emocional y la Educación Física.…”

Section: Resultsunclassified

Emociones en Educación Física. Una revisión bibliográfica (2015-2017) (Emotions in Physical Education. A bibliographic review (2015-2017))

Torres

Buñuel

2019

Retos

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Las evidencias científicas de la importancia de las emociones en el ámbito educativo son cada vez mayores y más concluyentes. Así, se ha realizado una investigación teniendo como principal objetivo conocer el estado de la educación emocional en el área de la Educación Física. Para ello, a través de una revisión sistemática, se ha buscado en la base de datos Web Of Science, donde se han seleccionado 21 artículos, comprendidos entre 2015-2017 a través de criterios de inclusión acorde a los objetivos planteados. Estos artículos seleccionados se han analizado para su posterior categorización y obtención de los resultados. Estos últimos indican que se han realizado más investigaciones dedicadas a los alumnos que a los docentes, además se ha tratado en mayor medida la educación emocional como un fin que como un medio o en relación con otras variables. Finalmente, se propone futuras líneas de investigación y aplicaciones prácticas para los docentes.Abstract. Scientific evidence on the importance of emotions in the educational context is growing and becoming more conclusive. These investigation has been carried out with the main objective of knowing the current state of Emotional Education in the area of Physical Education. A total of 21 articles published between 2015 and 2017 were selected according to the inclusion criteria of our objectives, after a systematic review of works in the Web of Science database. These articles were analysed and successively categorized to extrapolate results. These indicate that research in the field has focused more on students than on teachers; additionally, emotional education has been treated as a target rather than as a mean, or rather than studying its relation with other variables. Finally, future research lines and practical applications for teachers are suggested.

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Section: Resultsunclassified

Emociones en Educación Física. Una revisión bibliográfica (2015-2017) (Emotions in Physical Education. A bibliographic review (2015-2017))

Torres

Buñuel

2019

Retos

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“…cooperation) that lead to desired social outcomes (Riggio, Riggio, Salinas, & Cole 2003). Students with higher social skills tend to perform better in school (Zsolnai & Kasik 2014), have better quality relationships, resolve conflict in more constructive ways, and engage less frequently in unhealthy behaviours (Akelaitis, 2015;Gresham, 2016;Gumpel, 2007). Social skills also tend to enhance productivity and career success (Riggio et al, 2003).…”

Section: Aspects Of Social Skillsmentioning

confidence: 99%

“…One of the reasons this study is needed is because the available data in the field of gender differences in social skills and personal responsibility are somewhat contradictory. Some studies have found that the teachers' and parents' ratings of social skills were higher for boys than for girls (Nourani, 1998) although other research on social skills and personal responsibility indicates that girls typically have higher social skills and personal responsibility than boys (Akelaitis, 2015;Christodoulides, Derri, Tsivitanidou, & Kioumourtzoglou, 2012). These research results show the need for further investigation.…”

Section: Gender Differences In Social Skills and Personal Responsibilitymentioning

confidence: 99%

“…suradnji) koji vode željenim društvenim ishodima (Riggio, Riggio, Salinas i Cole 2003). Učenici s bolje razvijenim socijalnim vještinama obično imaju bolji uspjeh u školi (Zsolnai i Kasik 2014), imaju kvalitetnije odnose s drugim ljudima, rješavaju konfliktne situacije na konstruktivniji način te se rijetko upuštaju u nezdrave oblike ponašanja (Akelaitis, 2015;Gresham, 2016;Gumpel, 2007). Socijalne vještine također poboljšavaju produktivnost i uspjeh u karijeri (Riggio i sur., 2003).…”

Section: Aspekti Socijalnih Vještinaunclassified

“…Jedan od razloga zašto je ovo istraživanje potrebno jest taj da su postojeći podaci o razlikama u socijalnim vještinama i osobnoj odgovornosti s obzirom na spol u određenoj mjeri kontradiktorni. U nekim istraživanjima došlo se do spoznaja da su nastavnici i roditelji procijenili da je razina socijalnih vještina kod dječaka viša nego kod djevojčica (Nourani, 1998), iako druga istraživanja o socijalnim vještinama i osobnoj odgovornosti pokazuju da djevojčice uglavnom imaju višu razinu razvijenosti socijalnih vještina i osobne odgovornosti nego dječaci (Akelaitis, 2015;Christodoulides, Derri, Tsivitanidou i Kioumourtzoglou, 2012). Rezultati ovoga istraživanja pokazuju potrebu za daljnjim ispitivanjima.…”

Section: Razlike U Socijalnim Vještinama I Osobnoj Odgovornosti S Obzunclassified

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Differences in Social Skills and Personal Responsibility between Students of High and Youth Schools/Razlike u socijalnim vještinama i osobnoj odgovornosti između učenika srednjih škola i učenika škola za mladež

Malinauskas

2019

Croatian Journal of Education

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The current study explored two constructs (social skills and personal responsibility) in the context of two different types of schools (high and youth schools), and strives to explain the differences in social skills and personal responsibility between students of high and youth schools. The sample comprised 408 students (203 males, 205 females). The mean age of the students was 16.72 years (SD = 0.96). Students completed measures of social skills (Riggio Social Skills Inventory) and personal responsibility (Personal Responsibility Scale (PRS)). Multivariate analysis of variance (MANOVA) was used to investigate how school type and gender affected social skills and dimensions of personal responsibility. Multivariate analysis showed the main effect of the school type and gender on social skills and personal responsibility in students. Univariate analysis indicated that students' social skills and personal responsibility were higher in high schools than in youth schools and in female than male students..

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Education of Social Skills among Senior High School Age Students in Physical Education Classes

2016

European Journal of Contemporary Education

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Research aim was to reveal peculiarities of the education of social skills among senior high school age students in physical education classes. We hypothesized that after the end of the educational experiment the senior high school age students will have more developed social skills in physical education classes. Participants in the study were 51 pupils of the ninth grade (15.15 ± 0.36). Experimental group consisted of 25 and the control group of 26 senior high school age students. Bulotaite and Gudzinskiene communication skills questionnaire; Social Skills Rating System (Student form); Snaider's social self-control evaluation methods and Legkauskas subjective social adaptation scale were used. Repeated measures (RM) multivariate analysis of variance (2 × 2 (Group × Time) MANOVA) was used in order to analyse the effects of the educational program. During the experiment the applied measures of educational impact had a statistically significant effect on the components of experimental group senior high school age students' communication, cooperation, assertiveness and social adaptation skills in physical education classes.

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Social Skills Expression of Senior High School Age Students in Physical Education Classes

Cited by 5 publications

References 18 publications

Emociones en Educación Física. Una revisión bibliográfica (2015-2017) (Emotions in Physical Education. A bibliographic review (2015-2017))

Emociones en Educación Física. Una revisión bibliográfica (2015-2017) (Emotions in Physical Education. A bibliographic review (2015-2017))

Differences in Social Skills and Personal Responsibility between Students of High and Youth Schools/Razlike u socijalnim vještinama i osobnoj odgovornosti između učenika srednjih škola i učenika škola za mladež

Education of Social Skills among Senior High School Age Students in Physical Education Classes

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