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首页> 外文学位 >Perceptions of competence, affect, and persistence of Ghanaian elementary school students: Specialist versus non-specialist physical education teachers.
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Perceptions of competence, affect, and persistence of Ghanaian elementary school students: Specialist versus non-specialist physical education teachers.

机译：加纳小学生的能力，情感和毅力的感知：专业与非专业体育教师。

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摘要

The aims of physical education in Ghana include developing personal qualities such as competence in students and generating interest in physical education and sports (Ghana Education Service, (GES), 1987). The GES has also reiterated the need to have competent teachers in the implementation of the school physical education syllabus; therefore few primary schools in Ghana have physical education specialists (detached teachers). There is the need to assess the impact these specialist teachers have on students in relation to classroom teachers and the extent to which the aims of physical education are being achieved. The primary purpose of this study was to determine if differences existed between students taught by physical education specialists and those taught by classroom teachers in their perceptions of competence, affect, and persistence in sports. It was hypothesized that students who were taught by physical education specialists would be significantly different from those taught by non-specialist teachers in their perceptions of competence, affect, and persistence.;A sample of 483 class six boys and girls from four regions in Ghana completed items measuring perceptions of competence, affect, and persistence in sports. A multivariate analysis of variance (MANOVA) revealed significant main effects for category (p ;Overall, the present study provided further evidence of the influence of physical education specialists on amount of enjoyment students derive from sports. Findings also suggest the need for Ghanaian physical education teachers to improve upon their modes of teaching in order to enhance their students' competence perceptions. Attempts should also be made to validate Harter's (1985) Self-Perception Profile for Children for use within the Ghanaian culture and to find those specific areas on which students base their competence judgments.
机译：加纳体育教育的目的包括发展个人素质，例如提高学生的能力并引起人们对体育教育和体育运动的兴趣（加纳教育服务局（GES），1987）。 GES还重申了在实施学校体育教学大纲中需要有称职的老师；因此，加纳的小学很少有体育教育专家（独立教师）。有必要评估这些专业老师对课堂老师的影响，以及实现体育教育目标的程度。这项研究的主要目的是确定在体育能力，影响力和坚持性方面，体育专家所教的学生与课堂老师所教的学生之间是否存在差异。假设由体育专家教授的学生与非专业老师的学生在能力，情感和毅力方面的看法将有显着差异。样本来自加纳四个地区的483个六级男孩和女孩完成的项目，用于衡量对运动的能力，影响和坚持感的看法。多变量方差分析（MANOVA）显示了该类别的显着主要影响（p;总体而言，本研究提供了体育专家对学生从运动中获得的乐趣的影响的进一步证据。研究结果还表明加纳体育教育的必要性教师应改善他们的教学方式，以增强学生的能力认知，还应尝试验证Harter（1985）的《儿童自我认知概况》，以在加纳文化中使用，并找到学生所关注的特定领域根据他们的能力判断。

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  • 作者

    Feddy, Beatrice Aku Dzifa.;

  • 作者单位

    Oregon State University.;

  • 授予单位 Oregon State University.;
  • 学科 Educational psychology.;Curriculum development.;Physical education.;Social psychology.
  • 学位 Ph.D.
  • 年度 1998
  • 页码 129 p.
  • 总页数 129
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
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