Students' Reports of Misbehavior in Physical Education

Cothran, Donetta J.; Kulinna, Pamela Hodges

doi:10.1080/02701367.2007.10599419

Cited by 39 publications

(61 citation statements)

References 24 publications

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“…Girls, on the other hand, could have been less disruptive because they were socialized to be compliant. These results support previous literature that suggest boys and girls view disruptive behavior in PE differently (Cothran & Kulinna, 2007) and girls tend to be less engaged than boys in the urban PE (Ennis, 1999).…”

Section: Relationships Among Social Goals and Classroom Involvementsupporting

confidence: 82%

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Social Goals in Urban Physical Education: Relationships with Effort and Disruptive Behavior

Garn

McCaughtry

Shen

et al. 2011

Journal of Teaching in Physical Education

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This study investigated the relationships among four distinct types of social goals, effort, and disruptive behavior in urban physical education. Social responsibility, affiliation, recognition, status goals, along with effort and disruptive behavior in physical education were reported by high school physical education students (N = 314) from three urban schools. Findings from correlation and structural equation modeling analyses revealed that social responsibility goals had a positive relationship with effort and an inverse relationship with disruptive behavior. Social status goals demonstrated a positive relationship with disruptive behavior and no relationship with effort. Social recognition goal results were mixed, as they had positive relationships to both effort and disruptive behavior while social affiliation goals were unrelated to effort or disruptive behavior. Application of these results suggests that physical educators who are able to identify the diverse social motives that underlie students’ goals can maximize learning opportunities by increasing student effort and minimizing disruptive behavior.

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Section: Relationships Among Social Goals and Classroom Involvementsupporting

confidence: 82%

“…Past research has also supported the possibility of gender differences in reports of disruptive behavior and effort. For example, Cothran and Kulinna (2007) found that males and females viewed disruptive behavior differently. Specifically, females perceived disruptive behavior to occur more often in PE than males.…”

Section: Gendermentioning

confidence: 99%

Social Goals in Urban Physical Education: Relationships with Effort and Disruptive Behavior

Garn

McCaughtry

Shen

et al. 2011

Journal of Teaching in Physical Education

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“…También estudiar cómo influye el género del docente sobre los comportamientos negativos y la importancia que el estudiante concede a la materia de EF pueden aportarnos resultados relevantes, ya que existen indicios que las profesoras suelen ser más víctimas de las conductas negativas de los discentes (Cothran & Kulinna, 2007). En esta línea, despierta gran interés averiguar que climas de aprendizaje creados por el docente en sus aulas son más favorables para conseguir un mayor compromiso, una mayor adherencia a la práctica deportiva, y un mayor esfuerzo y satisfacción con la vida en el alumnado (Moreno, Cervelló, & González-Cutre, 2007;Conley, Pintrich, Vekiri, & Harrison, 2004;Sproule, Wang, Morgan, McNeill, & McMorris, 2007;Standage, Duda, & Ntoumanis, 2003).…”

Section: Resultados Y Discusiónunclassified

Satisfacción, motivación y rendimiento académico en estudiantes de Secundaria y Bachillerato: antecedentes, diseño, metodología y propuesta de análisis para un trabajo de investigación

Baños

Ortiz-Camacho

Extremera

et al. 2017

ESPIRAL-CUADERNOS DEL PROFESORADO

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Facultad Ciencias de la Educación, Universidad de Granada, España RESUMEN: Existen distintas variables contextuales que influyen en la satisfacción, la motivación y el rendimiento académico de los adolescentes en la escuela, dándole importancia a la figura del docente. El objetivo de este trabajo será analizar los perfiles de satisfacción, motivación y el clima de aprendizaje en función del rendimiento académico del discente y de las competencias del profesorado, así como ejemplificar el diseño, metodología y posibles análisis a realizar para responder a los objetivos planteados. La muestra estará compuesta por 890 adolescentes estudiantes de EF (442 hombres y 448 mujeres), con una media de edad de 15.49 años (DT = 1.79), pertenecientes a centros públicos y privados de ESO y BACH de la Región de Murcia y la provincia de Alicante (España). El instrumento a utilizar será un cuestionario compuesto por las escalas: Rendimiento académico, Satisfacción con la vida (SATV), Satisfacción con la escuela (ISC), Sport Satisfaction Instrument (SSI), Evaluation of Teaching Competencies Scales (ETCS), Perceptions of Teacher's Emphasison Goals Questionnaire (PTEGQ), Physical Education Classroom Instrument (PECI), Intention to partake in leisure-time physical activity, Importancia y utilidad de la Educación Física (IEF).En este artículo presentamos el diseño de la investigación. Pensamos que los resultados obtenidos tendrán una gran repercusión en el sistema educativo español e incitarán a reflexionar sobre diferentes aspectos del currículo en la ESO y BACH. Palabras clave: satisfacción, rendimiento académico, competencias docentes, secundaria, Educación Física.ABSTRACT: There are several contextual variables that influence the satisfaction, motivation and academic performance of adolescents in school, giving importance to the teacher figure. The aim of this work will be to analyze the satisfaction profiles, motivation and the learning climate in function of the academic performance of the student and the competition of the teachers as well as to exemplify the design, methodology and possible analysis to be carried out in order to respond to the stated objectives. The sample will be composed of 890 PE students (442 men and 448 women), with a mean age of 15.49 years (SD = 1.79) belonging to public and private ESO and BACH centers in the Region of Murcia and Alicante. The instrument to be used will be a questionnaire composed by the scales: Academic Performance, Satisfaction with Life (SATV), Satisfaction with Leisure-Time Physical Activity, Importance and Utility of Physical Education (IEF). In this article we present the design of the research. We believe that the results obtained will have a great impact on the Spanish educational system and will incite to reflect on different aspects of the curriculum in secondary and high school. School (ISC), Evaluation of Teaching Competencies Scales (ETCS), Perceptions of Teachers Emphasis on Goals Questionnaire (PTEGQ), Physical Education Classroom Instrument (PECI), Intention to Partake in

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“…Past educational studies on positive behavior seem to focus on problem behavior (Carroll, Houghton, Khan, & Tan, 2008;Cothran and Kulinna, 2007) and coping strategies (McClure & May, 2011;Morin & Battalio, 2004) rather than on the conceptualization of positive behavior. The concept of positive and negative are contextual, subjective and have a close link with socio-cultural norms (Awang, 2010).…”

Section: Introductionmentioning

confidence: 99%

A Documentary Analysis of the Government’s Circulars on Positive Behavior Enhancement Strategies

Awang¹,

Jindal‐Snape

Barber

2013

ASS

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This paper analyses the concept of positive behavior and strategies for promoting positive behavior in a country that has a centralized educational system, namely Malaysia. The analysis covers 91 circulars (official government documents) that were distributed to schools over a period of 40 years (from 1969 to 2011). The analysis uses a content analysis approach. The results suggest that the concept of positive behavior revolves around discipline and obedience. The term 'good discipline' is frequently used referring to the concept of positive behavior. Perpetration, aggressive and gang behavior are considered to be negative. The Government has tended to emphasize in promoting discipline and positive behavior: (1) strategies for bonding social capital and bridging social capital, and (2) discouraging negative behaviors using punitive approach, positive and negative reinforcement. This paper proposes the framework for promoting positive behavior and the implications for classroom management.

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Students' Reports of Misbehavior in Physical Education

Cited by 39 publications

References 24 publications

Social Goals in Urban Physical Education: Relationships with Effort and Disruptive Behavior

Social Goals in Urban Physical Education: Relationships with Effort and Disruptive Behavior

Satisfacción, motivación y rendimiento académico en estudiantes de Secundaria y Bachillerato: antecedentes, diseño, metodología y propuesta de análisis para un trabajo de investigación

A Documentary Analysis of the Government’s Circulars on Positive Behavior Enhancement Strategies

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