Fizička Kultura (Jan 2018)
Sociodemographic and psychological characteristics of students as predictors of their attitude toward physical education
Abstract
Students' attitude toward physical education (PE) is one of the important indicators of their involvement in PE classes as well as out-of- school physical activities. The main aim of this study was to examine the predictive value of sociodemographic and psychological characteristics of the students at early and middle adolescence for the formation of their attitude toward PE. The students' gender, age, academic self-concept in PE and the state anxiety in PE were examined. Additionally, the correlation between the students' attitudes toward PE and their performance in PE classes and out-of-school physical activities was also investigated. The sample included 251 primary and secondary school students, aged 13 to 17. The following instruments were applied in this research: the physical education attitude scale (PEAS), the Academic Self-Description Questionnaire (ASDQ II) and the Physical Education State Anxiety Scale (PESAS) including the following subscales: somatic anxiety, cognitive processes and worry, as well as an additional questionnaire containing questions about gender, age, PE marks and the students' engagement in out-of-school physical activities. The results have indicated a positive correlation between the students' attitudes toward PE and the academic self-concept in PE, whereas a negative correlation between the PE attitudes and all three components of the state anxiety in PE was determined. The results of a hierarchical multiple regression have indicated that the academic self-concept in PE and a somatic component of the state anxiety in PE are significant predictors of the students' attitude toward PE. It has also been shown that the students' attitudes correlated with their performance in PE and the success achieved in out-of-school physical activities as well. It has been concluded that it is necessary to enhance the students' academic self-concept in PE and create the classroom atmosphere which will provoke positive emotional experiences in students.
