ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Parental Views Concerning the Extracurricular Sports Activities of Students Attending the Courses in Public Training Centers
Author: Topuz, Ramazan
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Attitudes,Extracurricular Activities,Athletics,Parent Background,Educational Attainment,Gender Differences,Individual Development,Social Support Groups,Public Education,Certification,Child Development

This study aims to examine the parental views concerning extracurricular sports activities of students attending the public training center courses. The sample of the study, which was conducted as a survey model, was comprised of the parents (n = 459) of students attending the courses in public training centers located in Konya province in the 2017-2018 academic year. In this study, demographic information form prepared by researcher and &quot;Parental Attitude Scale Concerning the Extracurricular Sport Activities&quot; developed by Yilmaz and Güven (2015) were used as data collection tools. The collected data were analyzed in the SPSS 22.0 package program with 0.05 significance level. As a result of the statistical analyses, it was determined that, concerning parental educational levels and gender, there were statistically significant differences in Personal Development and Social Support sub-dimensions (p &lt; 0.05). However, it was determined that there was statistically no significant difference among parents in Social Support sub-dimension concerning their educational levels; similarly, there was statistically no significant difference among parents in Academic Perception sub-dimension concerning gender (p &lt; 0.05). Additionally, it was determined that there were statistically no significant differences among parents in Personal Development, Social Support and Academic Perception sub-dimensions in terms of having a sports license (p &gt; 0.05). As a result, it was concluded that male parents had higher personal development levels and provide more social support for their children to participate in extracurricular activities. Another conclusion was that parents with higher educational status had higher personal development levels and academic perceptions compared to parents with lower educational status.
Positive Perception and Psychological Vulnerability Levels of Academicians during COVID 19 Quarantine Period
Author: Temel, Veysel
Date: 2020-12-00
Type: Journal Articles
Subjects: Positive Attitudes,Psychological Patterns,Mental Health,Self Concept,College Faculty,Pandemics,COVID-19,Physical Education,Athletics,Correlation,Well Being,Leisure Time,Foreign Countries

Positive perception positively increases the value of the person, self-confidence and perspective towards time (Icerson and Pines, 2013). The current study aims to determine the relationship between the positive perception and psychological vulnerability levels of academicians who worked in Sports Sciences faculties and Physical Education and Sports High Schools of the universities during the Covid-19 quarantine period. The study group consisted of a total of 136 academicians, 34 women and 102 men. To determine the relationship between the positive perception and psychological vulnerability levels of the participants, &quot;Positive Perception Scale&quot; developed by Akin et al. (2015) and &quot;Psychological Vulnerability Scale&quot; developed by Sinclair and Wallston (1999) and adapted to Turkish by Akin and Eker (2011) were used. Skewness-Kurtosis normality distribution test was used to determine whether the measurements are suitable for normal distribution. Skewness-Kurtosis technique showed normal distribution in all dimensions according to the technique. In the analysis of the study data, Pearson Product Moment Correlation Analysis with descriptive statistics and MANOVA analyses scores were performed to determine the relationship between positive perception and psychological vulnerability. As a result, it is understood that academicians have over mid-level sub-dimensions of positive perception level and below mid-level psychological vulnerability levels. According to the results of the correlation analysis, it was concluded that there was a negative relationship between the psychological vulnerability and sub-dimensions of the positive perception scale.
Does Emotional Intelligence Determine the Level of Self-Efficacy in Athletes?
Author: Tutal, Varol
Date: 2020-12-00
Type: Journal Articles
Subjects: Emotional Intelligence,Self Efficacy,Athletes,Predictor Variables,Foreign Countries

The purpose of this study is to identify the determinant role of emotional intelligence sub-dimensions (evaluation of others' emotions, evaluation of one's own emotions, regulation of emotions, social skills, use of emotions) in determining the self-efficacy levels of athletes. In addition, emotional intelligence, and self-efficacy levels of the athletes by gender variable were examined within the scope of this study and the results were reported. A total of 261 athletes from different sports (soccer, basketball, handball, volleyball, tennis, wrestling) volunteered to participate in the study with 163 males (57.8), (X[subscript age] = 22.36 ± 4.34) and 119 females (42.2), (X[subscript age] = 21.08 ± 3.61). Within the scope of the study, information on socio-demographic variables was collected using a personal information form created by the researchers. In the study, &quot;Emotional Intelligence Sports Inventory&quot; which was adapted into Turkish by Adilogullari and Görgülü (2015), and the &quot;Self-Efficacy Scale&quot; which was adapted into Turkish by Öcel (2002) were used as measurement tools. The skewness and kurtosis values for the total score distribution of the surveys indicated that the distribution was normal. In line with this, descriptive statistics (frequency and percentage) were used, and Pearson correlation analyses were completed to determine the relationships between the variables. A stepwise regression analysis was completed to determine the power of independent variables in predicting the dependent variable. According to the findings obtained, it was determined that the emotional intelligence levels of the athletes are important determinants of their self-efficacy levels and the analysis completed in two steps explained approximately 12% of the variance. However, while there was no significant difference in the self-efficacy mean scores by gender, significant differences were found in the emotional intelligence levels of the athletes within the groups.
The Relationship of Family Structure and Women&apos;s Sport Education in the Gokturk State
Author: Kepoglu, Abdurrahman
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Family Structure,Athletics,Females,Physical Education,Participation,World History,Civil Rights,Social Influences,Gender Bias,War

Examining the ethnogenesis system of the Gokturk state, family structure, sports that they formed mainly in war physical education and the involvement of Gokturk women with sports were tried to be determined. The meta-analysis method has been used to achieve this goal. In the early periods of history, the Gokturks gave rights similar to the rights that today's modern law grants to women and children. The family order in Gokturk nation gave each family member some rights and responsibilities while the buying and selling of women and children as goods in other societies, where the father had all kinds of savings on women and children, were common. We can explain the body control and regulation of the Gokturk state as follows: biopolitics for women and men in the archaic period did not differ, even if it differed in the contemporary world. Although the main duty of women is motherhood, they have dealt with all kinds of sports as in the case of the female heroes (inscriptions, epics, rock paintings, kurgans and miniatures). According to the data obtained, social life in the Gokturk state has been constructed in parallel with today's modern concept of gender. Female and male Gokturks were subjected to a physical education that would take part in attack-defense in wartime and in the economy in peacetime (heroism, blacksmithing, mud-brickwork, handicrafts, housework, trade, etc.).
The Relationship between Physical Education and Sport Values with Self-Reported Personal and Social Responsibility Behaviours
Author: Balci, Tarik
Date: 2020-12-00
Type: Journal Articles
Subjects: Correlation,Physical Education,Athletics,Moral Values,Social Values,Social Responsibility,Secondary School Students,Early Adolescents,Grade 7,Grade 8,Student Behavior,Foreign Countries

The aim of this research was to determine the level of values related to the subject of physical education and sport with self-reported personal and social responsibility behaviours in students studying in secondary school and to examine the relationship between them. For this purpose, this study, which was carried out with the participation of 1138 secondary school students from 13 different secondary schools in Balikesir/Turkey, was conducted with a multi-factor predictive correlational design. &quot;Physical Education and Sports Lesson Value Scale&quot; and &quot;Personal and Social Responsibility Behaviours Scale&quot; were used in collecting the data. Pearson correlation analysis and multiple linear regression analysis were used in the analysis of the data. It was determined that students' values related to the subject of physical education and sport with their self-reported personal and social responsibility behaviours were at a high level. When the mean scores in the sub-dimensions of the scale of values related to the subject of physical education and sport are examined, it is seen that the most important values were considered to be awareness and respect, in that order, and that the values with the lowest mean scores were sports culture and national culture and unity. According to the results of multiple linear regression analysis, the values of respect, awareness, healthy life and nutrition, national culture and unity, solidarity, and sports culture explained 42 and 47% of the variance personal and social responsibility, respectively. As a result, it can be said that physical education and sport values are important variables in predicting the self-reported personal and social responsibility behaviours of secondary school students.
An Investigation of Book Reading Habits Levels and Correct Decision-Making Styles in Terms of Some Variables: A Research on Coach and Referees
Author: Musa, Mihriay
Date: 2020-11-00
Type: Journal Articles
Subjects: Reading Habits,Reading Attitudes,Books,Decision Making,Gender Differences,Family Influence,Trust (Psychology),Employment Level,Athletic Coaches,Higher Education,Physical Education,Foreign Countries

In this study, it was aimed to examine the reading habits levels and making the correct decision styles of basketball, handball, volleyball, and football coaches and referees in terms of some variables, the research was carried out with the general survey model, one of the quantitative research designs, the active coaches and referees of basketball, football, volleyball, and handball in Izmir, Denizli and Usak provinces constituted the universe of the study, the sample of the study, on the other hand, consisted of 98 participants, 52 of whom were coaches and 46 were referees, determined by the simple random sampling method, one sample t-test at a 0.05 significance level was conducted to determine whether the sample represented the universe equally and homogeneously. Melbourne decision making scale I-II, and book reading habits scale were used to collect data in the study. Since the data are suitable for normal distribution, the t-test in comparing the pairwise means; parametric tests such as one-way ANOVA tests were used at 0.05 significance level in comparing the mean scores of more than two groups. In terms of education levels, it has been observed that female coaches and referees studying at faculties of sports sciences have higher levels of reading habit, love of reading, and being influenced by books. In addition, it was determined that individuals who trust and respect the decisions of their families have higher reading habits and correct decision-making styles and do not panic during the decision-making process.
&quot;School Never Stops&quot;: Measures and Experience in Italian Schools during the COVID-19 Lockdown
Author: Pellegrini, Marta
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Distance Education,Student Experience,Educational Policy,Inclusion,Educational Resources,Educational Television,Educational Radio,Electronic Learning,Equal Education,Faculty Development,School Closing

With the COVID-19 outbreak and the resulting lockdown, Italian schools have continued to provide education using distance learning systems. In this emergency, the primary aim of the Ministry of Education was to guarantee each student's right to education. The expression &quot;School Never Stops&quot; (&quot;La Scuola non si ferma&quot;) is a clear response to the country's isolation and a demonstration of the school staff's commitment. This paper describes Italy's educational response during the lockdown by illustrating the measures undertaken by the Ministry of Education and the initiatives by private and public organizations. The challenges of distance education during the pandemic emergency and future directions for the reopening of schools in September are also examined and discussed.
The Mediating Role of Anti-Bullying Administrative Measures in the Relationship between Bullying and Students&apos; Core Competencies
Author: Chen, I.-Hua
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bullying,Prevention,Minimum Competencies,School Administration,Attendance,Student School Relationship,Sense of Community,Educational Environment,Mathematics Achievement,Science Achievement,Scores,Secondary School Students,International Assessment,Achievement Tests

This research evaluates the role of school administrative measures (including creating a greater school belonging and paying attention to student attendance) as independent variables and their resulting core competencies through the mediator of students' experience with school bullying. This study adopted a multi-level mediation model to empirically analyze data from middle school students and school administration in four Chinese provinces based on the 2015 Programme for International Student Assessment (PISA). Data were collected from a total of 9,060 students and 260 administrative staff. The results were: (i) Relational bullying was significantly and negatively correlated with the three core competencies, although no significant impact was found for either verbal or physical bullying; (ii) Schools which were successful in creating a more positive environment, including greater school belonging and greater attention to students' attendance, demonstrated lower levels of relational bullying; (iii) In terms of school-level variables, a greater sense of shared belonging had a direct effect on improving student performance on math and science competencies, while greater attention to students' attendance was associated with higher student scores on all three core competencies; (iv) Furthermore, school-level variables, including the sense of shared belonging and greater attention to students' attendance demonstrated a positive indirect effect on students' core competencies through the mediating effect of reduced relational bullying.
The US Educational Response to the COVID-19 Pandemic
Author: Storey, Nathan
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,State Government,Federal Government,School Closing,Disease Control,School Schedules,Online Courses,Racial Bias,Ethnicity,Socioeconomic Status,Social Bias,Equal Education,Access to Computers,Access to Education,Parent School Relationship,Disadvantaged Youth,Barriers,Government Role

This paper examines the United States federal and state educational responses to the spread of the COVID-19 pandemic, as well as states' plans for reopening schools. The virus entered the United States in January 2020. As the virus spread, most school districts began to close in March. At the end of June, the United States has experienced the highest number of cases and deaths due to COVID-19 in the world, and infection rates appear to be rising once again. Given the great physical and socioeconomic diversity of the United States, the federal and state response to COVID-19 and plans to reopen schools in the autumn have emphasized flexibility and adaptation. However, the implementation of remote (online) learning has highlighted and exacerbated long-standing racial and economic inequalities in US society related to technology access, school engagement, and school-parent relationships. These inequalities may be exacerbated as schools attempt to reopen and students continue to face inconsistent access to learning, learning loss during the spring semester and summer, and COVID-19 spread among the most at-risk population groups. Further research and practical interventions, such as tutoring, should be implemented to address educational equality issues and improve access, whether to in-person or remote instruction.
Discursive Power and the Internationalization of Universities in British Columbia and Ontario
Author: King, Conrad
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Global Approach,Government School Relationship,Government Role,Discourse Communities,Power Structure

Universities rationalize internationalization according to paradigms that emerge from different contexts. With the advent of internationalization strategies by federal and provincial governments, what effect do government ideas have on Canadian universities? This article evaluates the discursive power of government, and its role in discourse communities pertaining to higher education internationalization. Employing a discursive institutionalist framework and qualitative research design, I evaluated discursive content at 16 Tier 1 and 2 universities in British Columbia and Ontario. The findings indicate that governments have had weak ideational influence over the past decade, especially at universities with a global or national orientation. Many of these universities have been undergoing a subtle shift in their internationalization rationales--although not all, and not at the same pace. Yet some Canadian universities have increasingly &quot;looked within&quot; to rationalize internationalization, because their discourse communities are dominated by internal voices more concerned with organizational context than global competitiveness.
Transforming Pedagogies in Australian Schools Amid the COVID-19 Pandemic: An Activity Theoretic Reflection
Author: Ng, Clarence
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Foreign Countries,School Closing,Distance Education,Educational Change,Cultural Influences,Transformative Learning,Play,Grade 4,Parents as Teachers,Teaching Methods,Parent Role,Technological Literacy,Educational Technology,Technology Uses in Education,Elementary Education

&quot;Learning from home&quot; was a collective response to school closure in Australia amid the COVID-19 pandemic. In this paper, we offer a description of the learning-from-home event, highlighting changes that were required of teachers, students and parents. Drawing on Engeström's cultural-historic activity theory, we reflect on these changes and query the extent to which the changes amount to a transformative pedagogy recognizing home and community as a significant source of and place for learning. It is argued that cultural knowledge and family practices have not been sufficiently acknowledged and utilized in the current practices associated with the learning-from-home event. Based on the notion of funds of knowledge, we argue that a transformative pedagogy should build purposeful connection between school curriculum, cultural knowledge and family practices. This approach is illustrated using an example of play-based learning where a parent engaged her Year 4 daughter in a home café enabling informal learning that met the requirements of the school curriculum. This case invites further reflection on important questions related to what counts as learning and what worthwhile learning encompasses.
Building Bridges to Better Bonds? Bridging and Bonding Capital Development through On-Campus Club Participation among International and Domestic Students
Author: Malette, Nicole
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Capital,Clubs,Student Participation,Foreign Students,Sense of Community,Foreign Countries,Racial Discrimination,Undergraduate Students,Student Attitudes,Asians,White Students,Racial Differences

Helping international students create meaningful on-campus connections is a major part of higher education's internationalization efforts. By focusing on the efforts made by both international and domestic students to develop a sense of belonging through on-campus organizations like clubs and sports, we have the opportunity to consider their active creation of bridging and bonding capital. Through structured interviews with 150 international Asian and domestic White and Asian students enrolled at one of the largest universities in Canada, this research demonstrates that ethnicity-based on-campus organizations play a key role in helping international students build bonding capital on campus. However, findings from this research also demonstrate that international and domestic student groups do not take part in the same on-campus organizations. Differences in participation and discriminatory attitudes held by domestic White students have the potential to inhibit bridging capital, limiting integration between student groups.
Does the Salary of Elementary and Middle School Teachers Affect Students&apos; Participation in Extracurricular Tutoring?
Author: Xue, Haiping
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Salaries,Elementary School Teachers,Middle School Teachers,Student Participation,Extracurricular Activities,Tutoring,Foreign Countries,Hierarchical Linear Modeling

Based on the data of China Family Panel Studies 2016 (CFPS 2016), this study analyzed the effect of teacher wage index on students' participation in extracurricular tutoring through a two-layer linear model. We found that the wage index of elementary and middle schools teachers in China is generally low, and this index had a significant negative impact on students' participation in extracurricular tutoring, i.e., the lower the teacher's wage index, the higher the participation rate of students' extracurricular tutoring. Governments at all levels should increase financial investment in elementary and middle schools teachers' salaries. Efforts to improve the salary of elementary and middle schools teachers upon the teacher's wage index as a reference will help to reduce the supply and demand of extracurricular tutoring in the basic education in China, and will also facilitate the implementation of the policy of prohibiting in-service teachers from participating in extracurricular tutoring.