The Effect of Teacher Feedback on Self-Efficacy in Physical Education and Sports Lesson

Abstract

The purpose of this study is to examine the effect of perceived teacher feedback in physical education and sports classes on self-efficacy of secondary school students. Correlational survey was used for the research model. The sample group in the research consists of a total of 221 students studying in 6th, 7th and 8th grades. Participants were determined through convenience sampling. Personal information form developed by the researchers, Self-Efficacy Scale for Children and Perceived Feedback Scale were used as data collection tools in the research. Descriptive statistics, Pearson correlation analysis and multiple regression analysis were used to analyse the data in the research. The research findings showed that perceived feedback explained social self-efficacy by approximately 5% (F= 4.112, p<.01) and emotional self-efficacy by approximately 10% (F= 7.230, p<.01). It was seen that perceived feedback from the teacher did not have a significant contribution to academic self-efficacy (F= 3.027, p>.01). As a result, it was concluded that the feedback perceived by secondary school students from their physical education teachers made a positive contribution to their social and emotional self-efficacy.

Keywords

• Physical education
• Feedback
• Self-efficacy

Beden Eğitimi ve Spor Dersindeki Öğretmen Geri Bildiriminin Öz Yeterlik Üzerine Etkisi

Öz

Bu araştırmanın amacı, ortaokul öğrencilerinin beden eğitimi ve spor dersinde algıladıkları öğretmen geri bildiriminin öz yeterlik üzerine etkisini incelemektir. Araştırmanın modeli için ilişkisel tarama modeli kullanılmıştır. Araştırmada örneklem grubunu 6-7 ve 8. Sınıflarda okuyan toplam 221 öğrenci oluşturmaktadır. Kolayda örnekleme aracılığıyla katılımcılar belirlenmiştir. Araştırmada veri toplama aracı olarak; araştırmacılar tarafından oluşturulan kişisel bilgi formu ile Çocuklar İçin Öz yeterlik ölçeği ve Algılanan Geri Bildirim Ölçeği kullanılmıştır. Araştırmada verilerin analizi için tanımlayıcı istatistikler, Pearson korelasyon analizi ve çoklu regresyon analizi yapılmıştır. Araştırma bulguları, algılanan geribildirimin sosyal yeterliliği yaklaşık %5 (F= 4,112, p<.01); duygusal yeterliliği ise yaklaşık %10 oranında açıkladığını göstermiştir (F= 7,230, p<.01). Öğretmenden algılanan geribildirimin akademik yeterlik üzerinde ise anlamlı düzeyde bir katkısının olmadığı görülmüştür (F= 3,027, p>.01). Sonuç olarak, ortaokul öğrencilerinin beden eğitimi öğretmenlerinden algıladıkları geribildirimin sosyal ve duygusal yeterlikleri üzerinde olumlu bir katkı sağladığı sonucuna varılmıştır.

Anahtar Kelimeler

• Beden eğitimi
• Geri bildirim
• Öz-yeterlik

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