The Comparison of Empathy and Self-Confidence Levels of Physical Education and Sports School Students
Notice bibliographique
Résumé
This study aims to compare the empathy and self-confidence levels of the students studying at physical education and sports schools according to different variables. In this study, the scanning model, which is one of the quantitative research designs, was used. Students were administered the empathy scale developed by Lawrence et al. and the self-confidence scale adapted by Akın. Our study was applied to four hundred students studying at Batman University School of Physical Education and Sports. The obtained data were analyzed in the SPSS program and the findings were interpreted. In the program, primarily descriptive statistics were used to indicate demographic characteristics and an unrelated sample t-test was applied to determine whether there was a significant difference between self-confidence and empathy levels and the variables of gender and whether they were involved in sports or not. One-factor analysis of variance (Anova) test was performed to determine whether there was a significant difference between self-confidence and empathy levels and age, department, grade level, grade point average, and sports branch of interest. As a result of the study, it was found that there was a significant difference between the empathy levels of the participant students and the gender and class variable. It was observed that there was no significant difference between students’ empathy levels and age, students’ academic grade point average, whether they did sports or not, and the sports branches they were interested in. It has been observed that there is no significant difference or relationship between students’ self-confidence levels and gender, age, grade point average, sports status, and sports branches they are interested in. However, there was a significant difference between students’ self-confidence levels and the department they studied. It is also seen that there is a significant difference between the self-confidence levels of the students and the variable of the class they study.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».