The Effect of Physical Activity on Social Physique Anxiety and Academic Achievement in the 8th Grade Secondary School Students

Alpkaya, Ufuk

doi:10.13189/ujer.2019.070309

Cited by 4 publications

(5 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Research conducted on Turkish adolescents with an average age of 13 years-old had a social physique anxiety score of 30.64. In this research, differences in the respondent's characteristics were not explained other than their gender (Alpkaya, 2019). Furthermore, other studies found that women have a higher SPAS score with an average score of 30.32 out of a total score of 41.00 because women are considered to have excessive concerns due to their body shape (Portman et al, 2018).…”

Section: Introductionmentioning

confidence: 51%

“…Many adolescents may feel anxious about their physical appearance, which leads to social physique anxiety (Mumtaz & Malik, 2018). Social physique anxiety is defined as the result of other people's negative perceptions between evaluating one's body image and body appearance (Alpkaya, 2019). Factors that influence the occurrence of social physique anxiety include gender, age, and self-esteem (Jajat & Hardwis, 2020), body image and body weight (MacCracken & Stadulis, 2016), and physical changes during puberty (Mumtaz & Malik, 2018).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Social Physique Anxiety in Female Adolescents at Bandung Middle School

Hadiani

Hidayati

Sari

2021

View full text Add to dashboard Cite

Adolescence is a transition from childhood to adulthood along with physical and emotional changes. One significant difference is physical appearance. Adolescent tend to be afraid of negative evaluations from others for their physical appearance, or generally known as social physique anxiety. The purpose of this study was to determine the social physique anxiety in female adolescents at Bandung Middle School. The method of this study was a descriptive quantitative method using a total population technique with a sample of 331 female high school students in Bandung Middle School. The measurement instrument that was used in this study was SPAS-C (Social Physique Anxiety for Children). Analysis of the data was conducted using the average score of social physique anxiety and was presented as a percentage. The result of this study showed that the majority of respondents had a lower score than social physique anxiety average score with a several 176 respondents (53.2%), in comparison 155 respondents (46.8%) had a higher score than social physique anxiety average score. Based on the result of the study, the comparison of the number of respondents who had a lower score than social physique anxiety average score with the number of respondents who had a higher score than social physique anxiety average score did not have a significant difference. Therefore, preventive solutions for social physique prevention are very important. Schools can make a consultation schedule or use an online consultation system and work with community health center to provide health education and knowledge about social physique anxiety along with the influencing factors and its prevention.

show abstract

Section: Introductionmentioning

confidence: 51%

Section: Introductionmentioning

confidence: 99%

Social Physique Anxiety in Female Adolescents at Bandung Middle School

Hadiani

Hidayati

Sari

2021

View full text Add to dashboard Cite

show abstract

Section: Resultsmentioning

confidence: 99%

“…In his study, Aykac [33] concluded that sports activities and physical education lessons have a positive linear relationship with school success. This study on 40 students determined that the academic success rates of the students who showed interest in physical education lessons and participated in sports activities were high [33]. Singh et al (2012) found a positive relationship between participation in sports activities and academic success and that students who are physically healthy and active have higher success rates than students who are not active [34].…”

Section: Resultsmentioning

confidence: 99%

How Should Physical and Social Communication Be in Physical Education and Sports Lessons?

Dadı,

Özer Yıldız

2023

J.Gen.Educ.Humanit.

View full text Add to dashboard Cite

This research examines the views of physical education and sports teachers on parents' perspectives on how physical and social communication should be in physical education and sports lessons. The interview method, one of the qualitative research designs, was used in the research. The research group consists of 28 physical education and sports teachers working in schools affiliated with the Ministry of National Education, using the purposeful sampling method, one of the nonprobability sampling strategies. Research data were collected through a semi-structured interview form developed by the researcher. In the study, the data were evaluated using the content analysis method. According to the results of the research, the category of the effect of communication on physical education and sports lesson, regarding the views of physical education and sports teachers on the parents' perspectives on how physical and social communication should be in physical education and sports lessons, respectively; Considering that it plays an active role in the social development of students, the importance of communication with students increases parents' interest in the lesson, supporting the teacher due to the positive effect of communication on the student, showing a sincere approach to the teacher, thinking that teachers play an active role in solving some problems that families cannot solve, in the eyes of parents, physical education and the increase in the reputation of the sports course, respectively, under the theme of harmful gaze; It has been determined that they express the opinion that the lesson is considered unimportant, that the thought that the children will be harmed eliminates the desire to participate in the lesson.

show abstract

“…Additionally, they promote a sense of community, foster peer learning, and encourage cooperation among students of different ages (Yıldız & Topçuoğlu, 2020). Moreover, research studies have demonstrated that combined classrooms positively impact students' academic achievement and social development, leading to enhanced learning outcomes (Karakuş, 2019;Koç, 2020). Thus, the implementation of combined classrooms in Turkey is imperative to ensure inclusive and quality education for all students, regardless of their geographical location or socioeconomic background.…”

Section: Introductionmentioning

confidence: 99%

Examination of Multigrade Classroom Practice Examples in Primary School: A Qualitative Study

ZENGİN¹,

CENGİZ>²,

Çetin³

2023

kesit

View full text Add to dashboard Cite

The aim of the research is to examine the application examples in multi-class schools. In line with this aim, opinions were taken from the classroom teachers working in the combined classrooms through a semistructured interview form. This research was based on the phenomenology pattern included in qualitative studies. The study group of the research consists of four classroom teachers working in schools with combined classes in the 2022-2023 academic year. Opinions were received from the classroom teachers working in four different combined classrooms regarding the implementation of the combined classrooms. In accordance with the aim of this study, convenient sampling was preferred among purposive sampling techniques. In this study, criterion sampling, one of the purposive sampling methods, was used. A semi-structured interview form was used to obtain the data aimed at the study from the study group of the research. The semi-structured interview form consists of 9 open-ended questions. Before the semi-structured interview form developed by the researcher was applied to the participants, it was ensured that the participants filled and signed the voluntary consent form stating that they voluntarily participated in the research. In order to examine the data obtained in the research, it was analyzed by content analysis in accordance with the aim of the research. It has been concluded that the grade levels taught in multigrade classrooms should be kept as low as possible and basic education should be given, the combined classroom teacher should implement a strategy in which students will be responsible for their own learning during the teaching process, and the classroom layout should be adjusted accordingly. In addition, it was concluded that the level of the students and the students of the same level should be seated together in the multigrade classes.

show abstract

The Effect of Physical Activity on Social Physique Anxiety and Academic Achievement in the 8th Grade Secondary School Students

Cited by 4 publications

References 31 publications

Social Physique Anxiety in Female Adolescents at Bandung Middle School

Social Physique Anxiety in Female Adolescents at Bandung Middle School

How Should Physical and Social Communication Be in Physical Education and Sports Lessons?

Examination of Multigrade Classroom Practice Examples in Primary School: A Qualitative Study

Contact Info

Product

Resources

About