Teacher candidates’ perception according to mediation effect of play perception and play and physical activities lesson
Mediation effect of play perception and play and physical activities lesson
Abstract
The aim of this research is to determine the effect of play perception on play and physical activities lessons on sensory and behavioral attitudes in the context of the mediating effect of cognitive attitude. In this regard, a hypothetical model was proposed by examining the relationships between the relevant sub-dimensions in line with the literature review. A total of 310 teacher candidates studying in the classroom teaching department in the 2020-2021 academic year participated in the research. The study group was chosen by random method based on the voluntariness of the participants. In order to collect the relevant data in the research, two measurement tools were used in the data collection process; Play Perception Scale developed by Güneş et al. (2020) and Attitude Scale towards Play and Physical Activities Lesson" developed by Hazar and Tekkurşun Demir (2017) were applied. As a result of this study there is a significant and positive direct relationship between interest in the play and behavioral towards the lesson. It is said that as the interest in the play increases, the behavioral interest in the lesson also increases. Likewise, there is a linear relationship between the nature of the play and the affective attitude towards the lesson, and this relationship is negative.. In other words, as the perception of the nature of the play decreases, the sensory attitude increases. Looking at the mediation test results; The cognitive attitude towards the lesson, whose mediation is tested in the theoretical model, acts as a meaningful mediator between the function of the play and the behavioral attitude. When the mediating effect of the cognitive attitude between the authenticity of the play and the behavioral and sensory attitudes is examined, it is observed that it is significant. As the specificity of the play increases, the cognitive attitude decreases. is seen that the cognitive attitude is a significant mediator between the nature of the play and the behavioral and sensory attitudes.
Downloads
Published
Issue
Section
License
Copyright (c) 2021 International Journal of Curriculum and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
