Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Quality teaching and student perceived self-efficacy, function and aptitude to participate in PE
Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.ORCID-id: 0000-0002-6971-9430
Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.ORCID-id: 0000-0001-9597-039X
Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. School of Education and Environment, Kristianstad University, Kristianstad.ORCID-id: 0000-0003-4079-8902
2017 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Övrigt vetenskapligt)
Abstract [en]

Background: Students with disability show a trajectory of higher incidence of school failure. High quality teaching and proper support may foster high self-efficacy, as protective factors for successful school outcomes. Physical Education (PE) can provide students with a context in which self-efficacy is promoted. At transition into high school with higher cognitive stakes, developmental changes and individual social identification coinciding, a disability may add to the challenge of success. Investigating self-efficacy as a predictor of achievement operationalized as grade points, student perceived self-efficacy, function and aptitude to participate in PE, and teacher rated teaching quality are examined.

Method: Three groups were studied, students with 1. Diagnosed disability, 2. Low grades and 3. High grades in PE in year 6. Questionnaires were completed by students in 26 classes including classmates (n=450, 228 boys) and their PE-teachers (n=25). Correlations were analyzed, differentiating groups of students.

Results: Students with disabilities experience lower general self-efficacy and in PE, and are less apt to participate in PE. Their PE self-efficacy is higher if the classroom climate is good. PE-teachers systematic work with grading has positive effects on academic and movement self-efficacy for students with low grades and on health self-efficacy for students with high grades. Highest effect of perceived socio-cognitive function is displayed in students with low grades, the correlation is stronger in general self-efficacy than in self-efficacy in PE. Students with high grades have higher self-efficacy in general and in PE.

Conclusions: Student perceived socio-cognitive function is of major importance to students experience of self-efficacy. Most impact is seen on subscales measuring academic and movement self-efficacy.

Ort, förlag, år, upplaga, sidor
2017.
Nationell ämneskategori
Didaktik
Identifikatorer
URN: urn:nbn:se:hj:diva-46544OAI: oai:DiVA.org:hj-46544DiVA, id: diva2:1360504
Konferens
Nordic Network on Disability Research (NNDR) 14th Research Conference, Örebro, Sweden, May 3-5 2017
Tillgänglig från: 2019-10-14 Skapad: 2019-10-14 Senast uppdaterad: 2019-10-14Bibliografiskt granskad

Open Access i DiVA

Fulltext saknas i DiVA

Personposter BETA

Bertills, KarinGranlund, MatsAugustine, Lilly

Sök vidare i DiVA

Av författaren/redaktören
Bertills, KarinGranlund, MatsAugustine, Lilly
Av organisationen
HLK, CHILDHHJ, Avd. för socialt arbeteHHJ. CHILD
Didaktik

Sök vidare utanför DiVA

GoogleGoogle Scholar

urn-nbn

Altmetricpoäng

urn-nbn
Totalt: 74 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf