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Predictors of negative emotional reactions in physical educators
Kozub, Francis M.,Oh, Hyun-Kyoung 국립특수교육원 2007 The Asia-Pacific Journal of Inclusive Education Vol.4 No.-
Emotional reactions by physical educators to challenging learner behaviors is a topic that has surfaced as important given the preference for more integrated educational contexts for children with disabilities. The current study examines predictors of negative emotional reactions in a culturally diverse sample of physical educators (N = 335). Findings suggest that three dimensions of emotional reactions (explaining 50% of the variability) existed in physical educators' response to aggressive challenging behavior. Further, when fear/anxiety emotional reaction factor was regressed on demographic, training, and self-efficacy scores and resulted in a significant model, F(7, 327) = 8.12, p < .001, R² = 15. However, the lone significant predictor of negative emotional reactions was teacher self-efficacy (β = -.35, P < .001).
Youngsoo Son,Samuel R. Hodge,전혜자,Francis M. Kozub 한국체육학회 2012 International journal of human movement science Vol.6 No.1
The purpose of this study was to analyze the judgments of South Korean college students about inclusion and teaching students with disabilities before and after matriculation in adapted physical activity courses. Participants were undergraduate students at universities in South Korea. The research method was a Pretest-Posttest Nonequivalent Comparison Group Design. Data were collected using a survey scale (Son, Kozub, Noh, & Jun, 2006). There were 471 pretest and 478 posttest surveys returned. At pretest, there were no differences (p > .01) in the attitudes of participants as a function of their gender, direct contact, major or previous experiences. However, group differences were found in posttest scores as a function of academic major and past experiences teaching individuals with disabilities. Favorable shifts in judgments tend to occur when individuals are given credible evidence about and afforded opportunities to teach students with disabilities under favorable conditions (Allport, 1954). The findings and implications are discussed.