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PARENTAL
ATTITUDE TOWARDS PHYSICAL EDUCATION AS A COURSE OF STUDY IN THE UNIVERSITY
INTRODUCTION
Numerous
social-psychologists have tried to define and explain attitudes, which is noteworthy
and indispensable for psychology (Fazio & Olson, 2003; Kağıtçıbaşı, 2010).
The attitude is a positive or negative assessment of an object (Zanna &
Rempel, 1988). While it is generally thought that attitude has to be studied as
a whole in terms of emotions, ideas, past experiences and behavioral intentions
(Fazio & Olson, 2003; Zanna, 1990), recent studies revealed that the
presence of an attitude does not require the simultaneous presence of all the
aforementioned elements, causing attitudes to be dealt with as a kind of mental
assessment (Kağıtçıbaşı, 2010). Attitudes establish communication with many
things inside a social structure. While occupying a noteworthy space in this
structure, parents are also important in terms of the concept of attitude.
Accordingly, numerous studies were conducted for investigating parental
attitudes (Dietrich & Salmela-Aro, 2013; Özdemir et al, 2013; Ishak et al.,
2012; Oncu & Unluer, 2012; Sawalha, 2012; Serinkan, 2012; Hoeve et al.,
2011; Bolkan et al., 2010; Huver et al., 2010; Nekkebnoeck et al., 2010; Abar
et al., 2009; Brand et al., 2009; Paczkowski & Baker, 2008; Yang &Shin,
2008; Dwairy & Menshar, 2006; Orhon et al., 2006). In view of these
studies, it was clear that parental attitudes are influential on a wide range
of issues, from education to motivation, from the sense of discipline to
nutrition, from self-control to daily life, from development to academic
success. With parental attitudes having such an influential effect, various
models were developed in order to describe their effects on behavioral outputs
of the child. Baumrind (1973; 1978) suggested that there were three types of
parenting styles, which are permissive, authoritarian, and authoritative. While
permissive parents warmly approach their children, they are unsatisfactory in
guiding them and limiting their behavior. On the other hand, authoritarian
parents show less affection for their child and place emphasis on their
obedience to them. An authoritative parenting style involves affection as well as
behavior of clear and comprehensible guidance for children to acquire a series
of important behavior styles and values (Baumrind, 1973). The most remarkable
studies on parental attitudes are those conducted on education and academic
success. In a study conducted by Yang & Shin (2008), the potential effects
of parental attitudes on daily lives, the development and education of children
were investigated. They emphasized that parents attach great importance to
their children’s academic success, and parental attitudes have a great effect
on children’s academic success and education. However, there were many similar
studies on influence of parental attitudes on education (Dietrich &
Salmela-Aro, 2013; Ishak et al., 2012; Oncu & Unluer, 2012; Abar et al.,
2009). In view of parental attitudes, several studies were conducted in the
field of physical education, which is deemed an important part of education
(Öncü & Güven, 2011; Sheehy, 2006; Stewart & Gren, 1987). It was
generally seen in these investigations that parental attitudes are important in
terms of physical education activities. In a study by Stewart & Gren
(1987), conducted on parents’ attitudes towards physical education course, it
was concluded that parents adopt a positive attitude towards physical education
courses in terms of athletic skills, emotional and cognitive development, and
socialization. Sheehy (2006) investigated parents’ attitudes towards physical
education programs at schools and determined that a few parents adopted a
negative attitude towards physical Effects of Parental Attitudes on Physical
Education Course Attitudes among Adolescents 211 education courses due to their
negative experiences in the past, while many mothers did not have knowledge
about the physical education course programs of their children. In view of the
studies undertaken in Turkey in this field, Öncü & Güven (2011) conducted a
study to develop a scale for determining parental attitudes towards physical
education and sports activities. Measuring the attitude towards physical
education courses has always been a popular subject among researchers (Unlu,
2012). It is therefore possible to come across numerous research studies on
this subject (Ünlu, 2012; Ünlü et al., 2011; Arabacı, 2009; Bebetsos &
Antoniou, 2008; Silverman & Subramaniam, 2007; Rikard & Banville, 2006;
Koca et al, 2005; Hodge & Jansma, 1999; Carlson, 1995; Tannehill et al.,
1994; Van Wersch et al, 1992; Luke & Sinclair, 1991; Figley, 1985).
However, no research was conducted to investigate the relationship between
parental attitudes and the attitudes of students towards physical education
courses or to what extent parental attitudes predict the attitudes towards
physical education courses. From this point of view, it is important to
determine the relationship between parental attitudes and attitudes towards
physical education courses, and extent of this relationship. The aim of this
research is to determine the extent of the relationship between parental
attitudes and students’ attitudes towards physical education courses, and to
what extent parental attitudes predict attitudes towards physical education
courses.
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