The objective of this research was to identify the differences between average students and athletes, in their psychological variables and experiences in committing school violence, and to analyze the structural relationships between psychological variables and experiences in committing school viole...
The objective of this research was to identify the differences between average students and athletes, in their psychological variables and experiences in committing school violence, and to analyze the structural relationships between psychological variables and experiences in committing school violence. Thereby, it confirms the influences that athletics have upon psychological variables and committing school violence. Subjects involved in this research were 732 elementary school students from around the Gyeonggi-province, and they were extracted by using the disproportionate stratified cluster sampling, specifically from 5th and 6th grade students. In this research, the questionnaire was used as the research instrument, and a preliminary survey was performed before the main survey in order to examine the validity and reliability of the results. As for data processing, one-way ANOVA, two-way ANOVA, and SEM were utilized. The Findings of this research were as follows: Firstly, it was found that the grade and the sex of the students, the educational achievement of their parents, and experiences of victimization had significant impacts on the psychological variables and the committing of school violence. Secondly, the average students had greater number of instances of experiences in committing school violence. Also, psychological variables among the test subjects indicated that negative variables such as aggression, anxiety and stress were measured higher among the average students, while the athletes scored high in self-esteem. Finally, the effects of psychological variables on committing school violence were significant. And their cause-and-effect relationship was confirmed by a structural model. Moreover, the differences of paths between athletes and average students were significant, and it was also extrapolated from the results that the chances of influence on psychological variables affecting school violence were greater in average students than they were in the athletes. According to these results, the athletes showed positive psychological variables and less instances of committing school violence when compared to the average students, and it was identified that psychological variables related to school violence was the cause of committing such violence. Therefore, it could be established that the reason why the athletes have fewer instances of inflicting school violence is because of the positive psychological variables that they exhibit. The results indicate that the participation of elementary students in school athletics programs produces positive adjustment in psychological variables related to school violence, and thereby have preventative effects on school violence. Hence, in order to expand upon these effects, greater and active support for school athletics teams, establishment of efficient systems and programs, and infrastructural investment into sports facilities must be applied from the school, the department of Education, the local-council and the government in diversified efforts. When such efforts remain continuous, then it can be expected for athletics to have greater positive effect on students’ physical, psychological and social spectrums across the whole school system.
The objective of this research was to identify the differences between average students and athletes, in their psychological variables and experiences in committing school violence, and to analyze the structural relationships between psychological variables and experiences in committing school violence. Thereby, it confirms the influences that athletics have upon psychological variables and committing school violence. Subjects involved in this research were 732 elementary school students from around the Gyeonggi-province, and they were extracted by using the disproportionate stratified cluster sampling, specifically from 5th and 6th grade students. In this research, the questionnaire was used as the research instrument, and a preliminary survey was performed before the main survey in order to examine the validity and reliability of the results. As for data processing, one-way ANOVA, two-way ANOVA, and SEM were utilized. The Findings of this research were as follows: Firstly, it was found that the grade and the sex of the students, the educational achievement of their parents, and experiences of victimization had significant impacts on the psychological variables and the committing of school violence. Secondly, the average students had greater number of instances of experiences in committing school violence. Also, psychological variables among the test subjects indicated that negative variables such as aggression, anxiety and stress were measured higher among the average students, while the athletes scored high in self-esteem. Finally, the effects of psychological variables on committing school violence were significant. And their cause-and-effect relationship was confirmed by a structural model. Moreover, the differences of paths between athletes and average students were significant, and it was also extrapolated from the results that the chances of influence on psychological variables affecting school violence were greater in average students than they were in the athletes. According to these results, the athletes showed positive psychological variables and less instances of committing school violence when compared to the average students, and it was identified that psychological variables related to school violence was the cause of committing such violence. Therefore, it could be established that the reason why the athletes have fewer instances of inflicting school violence is because of the positive psychological variables that they exhibit. The results indicate that the participation of elementary students in school athletics programs produces positive adjustment in psychological variables related to school violence, and thereby have preventative effects on school violence. Hence, in order to expand upon these effects, greater and active support for school athletics teams, establishment of efficient systems and programs, and infrastructural investment into sports facilities must be applied from the school, the department of Education, the local-council and the government in diversified efforts. When such efforts remain continuous, then it can be expected for athletics to have greater positive effect on students’ physical, psychological and social spectrums across the whole school system.
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