Abstract
The aim of this study is to determine the predictive power of elementary school student’s trait anxiety level in physical education (PE) lesson on their attitudes towards lesson. The study group consisted of 590 elementary school students (Mage=11.46 years, SD=0.63). In addition to the descriptive statistics, inferential statistics were used in this research like correlation and regression analysis. At the end of the study it was observed that course on the attitudes of trait anxiety effect size to have a low level of trait anxiety subscale attitude towards the course of the variables that make up 3% of the total variance explained in the levels. Besides, it was identified that students' attitudes towards physical education classes is high, the physical education lesson is a medium level of trait anxiety. Gender-related differences were not significant in the students’ trait anxiety and attitudes towards the lesson.
Highlights
Physical education lesson, to achieve the goals of education is just one of the tools used to but perhaps the most fun and is most effective when used correctly (Öztürk, 1998)
Studies such as getting pleasure from physical education classes generally positive affective experiences are observed (Barr-Anderson, Neumark-Sztainer, Schmitz, Ward, Conway, Pratt, Baggett, Lytle, & Pate, 2008), physical education lesson is an important determinant of being experienced in the state of anxiety, achievement goals, effort, and learning strategies as well as performance and performance-related information (Cury, Da Fonséca, Rufo, Peres, & Sarrazin, 2003)
The trait anxiety was expressed as a threat to their specific situations and against this tendency to increase the level of state anxiety (Spielberger, 1966, qtd. in Martens, Vealey, & Burton, 1990)
Summary
To achieve the goals of education is just one of the tools used to but perhaps the most fun and is most effective when used correctly (Öztürk, 1998). Physical education lesson in general, fun course among students by many students to learn and practice may be perceived as a difficult subject. Studies such as getting pleasure from physical education classes generally positive affective experiences are observed (Barr-Anderson, Neumark-Sztainer, Schmitz, Ward, Conway, Pratt, Baggett, Lytle, & Pate, 2008), physical education lesson is an important determinant of being experienced in the state of anxiety, achievement goals, effort, and learning strategies as well as performance and performance-related information (Cury, Da Fonséca, Rufo, Peres, & Sarrazin, 2003). The trait anxiety was expressed as a threat to their specific situations and against this tendency to increase the level of state anxiety (Spielberger, 1966, qtd. in Martens, Vealey, & Burton, 1990)
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