The Comparison of Empathy and Self-Confidence Levels of Physical Education and Sports School Students
Bibliographic record
Abstract
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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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".