Fair Play Öğretim Öz-Yeterliği: Ölçek Geliştirme Çalışması

Yıl 2024, , 1913 - 1966, 01.11.2024

İsmail Aktaş , Gülfem Sezen Balçıkanlı

https://doi.org/10.37669/milliegitim.1261028

Öz

Bir yaşam ideali olan fair playin öğretim süreci, hem beden eğitimi ve spor hem eğitim hem de toplumsal düzen için önem arz etmektedir. Dolayısıyla bu çalışmada; bu öğretim sürecini etkili bir şekilde yürütebilmeye yönelik inancı temsil eden fair play öğretim öz-yeterliğini değerlendirmeye yarayan bir ölçme aracı geliştirmek amaçlanmıştır. Araştırma, faktör yapısını (1. Çalışma AFA n=348 DFA n=203) ve yapı geçerliğini (2. Çalışma n=528) test etmek için iki çalışma ile yürütülmüştür. Araştırma bulguları fair play öğretim öz-yeterlik ölçeğinin dört alt boyut ve 36 maddeden oluştuğunu ve bu yapının geçerli ve güvenilir sonuçlara işaret ettiğini göstermektedir. Ölçeğin eğitim politikalarını planlayan mercilere ve öğretmen yetiştiren kurumlara rehberlik edeceği düşünülmekte ve ölçeğin hem teorik hem de uygulamadaki kazanımları ve sınırlılıkları literatür eşliğinde tartışılmaktadır.

Anahtar Kelimeler

Beden eğitimi öğretmeni, Fair play, Öz-yeterlik, Ölçek geliştirme, Geçerlik ve güvenirlik

Fair Play Teaching Self-Efficacy: Scale Development and Validation

Öz

This research reports the development and validation of the Fair Play Teaching Self-Efficacy Scale (FTSS). The research was conducted with two studies to test the factor structure (study 1-EFA n=348 CFA n=203) and construct validity (study 2 n=528). Results show that the FTSS consists of 4 subscales and 36 items, and the scores on the measure were highly valid and reliable. In addition, the results of the correlation analysis (construct validity) showed that FTSS has a structure related to the features related to the teaching process. It is thought that FTSS will guide the authorities planning education policies and educational practitioners, and theoretical and practical implications and limitations of the scale are discussed.

Anahtar Kelimeler

PE teacher, Fair play, Self-efficacy, Scale development, Validity and realibity

Kaynakça

• Abad Robles, M. T., Navarro Domínguez, B., Cerrada Nogales, J. A., and Giménez Fuentes-Guerra, F. J. (2021). The development of respect in young athletes: A systematic review and meta-analysis. PloS One, 16(6), e0252643. https://doi:10.1371/journal.pone.0252643
• Achurra, C., and Villardón, L. (2012). Teacher’self-efficacy and student learning. The European Journal of Social & Behavioural Sciences, 2(2), 366-383. https://doi:10.15405/FutureAcademy/ejsbs(2301-2218).2012.2.17
• Aldridge, J. M., and Fraser, B. J. (2016). Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environments Research, 19(2), 291-307. https://doi:10.1007/s10984-015-9198-x
• Aquino, K., and Reed II, A. (2002). The self-importance of moral identity. Journal of Personality and Social Psychology, 83(6), 1423-1440. https://doi:10.1037/0022-3514.83.6.1423
• Ashton, P. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education, 35(5), 28-32. https://doi:10.1177/002248718403500507
• Avcı, E. (2011). İlköğretim sosyal bilgiler öğretmenlerinin karakter eğitimine dair öz-yeterliklerinin incelenmesi [Yayımlanmamış doktora tezi]. Gazi Üniversitesi.
• Azevedo, L., Vidoni, C., and Dinsdale, S. (2016). Effects of ‘Fair Play Game’strategy on Moderate to Vigorous Physical Activity in Physical. Physical Educator, 73(4), 757–776. https://doi:10.18666/TPE-2016-V73-I4-7115
• Bandura, A. (1977a). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191. https://doi:10.1037/0033-295X.84.2.191
• Bandura, A. (1977b). Social learning theory. Englewood Cliffs.
• Bandura, A. (1994). Self-efficacy. In V. S. Ramachandran (Ed.), Encyclopedia of human behavior (pp. 71–81). Academic Press.
• Bandura, A. (1997). Self-efficacy: The exercise of control.Freeman.
• Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares and T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307-337). Greenwich, Connecticut: Information Age.
• Basım, H. N., and Beğenirbaş, M. (2012). Çalışma yaşamında duygusal emek: Bir ölçek uyarlama çalışması. Yönetim ve Ekonomi: Celal Bayar Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 19(1), 77-90.
• Bezliudnyi, O., Kravchenko, O., Maksymchuk, B., Mishchenko, M., and Maksymchuk, I. (2019). Psycho-correction of burnout syndrome in sports educators. Journal of Physical Education and Sport, 19(3), 1585-1590.
• Blasi, A. (1983). Moral cognition and moral action: A theoretical perspective. Developmental Review, 3(2), 178-210. https://doi:10.1016/0273-2297(83)90029-1
• Bonneville-Roussy, A., Bouffard, T., Palikara, O., and Vezeau, C. (2019). The role of cultural values in teacher and student self-efficacy: Evidence from 16 nations. Contemporary Educational Psychology, 59, 101798. https://doi:10.1016/j.cedpsych.2019.101798
• Brock, S. J., and Hastie, P. A. (2007). Students’ conceptions of fair play in sport education. ACHPER Australia Healthy Lifestyles Journal, 54(1), 11-15.
• Bronikowska, M., Korcz, A., Pluta, B., Krzysztoszek, J., Ludwiczak, M., Łopatka, M., . . . Bronikowski, M. (2019). Fair play in physical education and beyond. Sustainability, 11(24), 7064-7082. https://doi:10.3390/su11247064
• Butcher, R., and Schneider, A. (1998). Fair play as respect for the game. Journal of the Philosophy of Sport, 25(1), 1-22. https://doi: 10.1080/00948705.1998.9714565
• Butler, L. F. (2000). Fair play: Respect for all. Journal of Physical Education, Recreation & Dance, 71(2), 32-35. Carpita, M., and Manisera, M. (2011). On the imputation of missing data in surveys with Likert-type scales. Journal of Classification, 28(1), 93-112. https://doi:10.1007/s00357-011-9074-z
• Chesnut, S. R., and Burley, H. (2015). Self-efficacy as a predictor of commitment to the teaching profession: A meta-analysis. Educational Research Review, 15, 1-16. https://doi:10.1016/j.edurev.2015.02.001
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). New York: Lawrence Erlbaum Assocıates.
• D’Andrea, A., and Masciandaro, D. (2016). Financial Fair Play in European Football: Economics and Political Economy-A Review Essay. BAFFI CAREFIN Centre Research Paper(2016-15).
• Demirhan, G., Bulca, Y., Saçlı, F., and Kangalgil, M. (2014). Beden eğitimi öğretmenlerinin uygulamada karşılaştıkları sorunlar ve çözüm önerileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(29-2), 57-68.
• DeVellis, R. F. (2017). Scale development: Theory and applications (4th ed.). Los Angeles: Sage publications. Diefendorff, J. M., Croyle, M. H., and Gosserand, R. H. (2005). The dimensionality and antecedents of emotional labor strategies. Journal of Vocational Behavior, 66(2), 339-357. https://doi:10.1016/j.jvb.2004.02.001
• Dilekli, Y., and Tezci, E. (2016). The relationship among teachers’ classroom practices for teaching thinking skills, teachers’ self-efficacy towards teaching thinking skills and teachers’ teaching styles. Thinking Skills and Creativity, 21, 144-151. https://doi:10.1016/j.tsc.2016.06.001
• Dilmac, B., Aricak, O. T., and Cesur, S. (2014). A Validity and Reliability Study on the Development of the Values Scale in Turkey. Educational Sciences: Theory and Practice, 14(5), 1661-1671. https://doi:10.12738/estp.2014.5.2124
• Durkheim, E. (2014). The rules of sociological method (W. D. Halls, Trans. S. Lukes Ed.). The Free Press.
• Federici, R. A., and Skaalvik, E. M. (2012). Teacher and principal self-efficacy: Relations with autonomy and emotional exhaustion Self-efficacy in school and community settings. (pp. 125-150). Hauppauge, NY, US:Nova Science Publishers.
• Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). Sage.
• Fornell, C., and Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. https://doi:10.1177/002224378101800104
• Friedman, I. A., and Kass, E. (2002). Teacher self-efficacy: A classroom-organization conceptualization. Teaching and Teacher Education, 18(6), 675-686. https://doi:10.1016/S0742-051X(02)00027-6
• Frijda, N. H., Manstead, A. S., and Bem, S. (2000). The influence of emotions on beliefs. In N. H. Frijda, A. S. Manstead, and S. Bem (Eds.), Emotions and beliefs: How feelings influence thoughts (pp. 144-170). Cambridge University Press.
• Gao, Z., Lee, A. M., and Harrison, L. (2008). Understanding students’ motivation in sport and physical education: From the expectancy-value model and self-efficacy theory perspectives. Quest, 60(2), 236-254. https://doi:10.1080/00336297.2008.10483579
• Garrote, A. (2020). Academic Achievement and Social Interactions: A Longitudinal Analysis of Peer Selection Processes in Inclusive Elementary Classrooms. Frontiers in Education, 5(4). https://doi:10.3389/feduc.2020.00004
• George, D., and Mallery, P. (2016). IBM SPSS statistics 23 step by step: A simple guide and reference. Routledge. Gibbons, S. L., Ebbeck, V., and Weiss, M. R. (1995). Fair play for kids: Effects on the moral development of children in physical education. Research Quarterly for Exercise and Sport, 66(3), 247-255. https://doi:10.1080/02701367.1995.10608839
• Gkolia, A., Belias, D., and Koustelios, A. (2014). Teacher’s job satisfaction and selfefficacy: A review. European Scientific Journal, 10(22), 321-342. https://doi:10.19044/esj.2014.v10n22p%25p
• Hardy, S. A., and Carlo, G. (2011). Moral identity: What is it, how does it develop, and is it linked to moral action? Child Development Perspectives, 5(3), 212-218. https://doi:10.1111/j.1750-8606.2011.00189.x
• Harvie, J. (2013). Fair Play-art, performance and neoliberalism.Palgrave Macmillan.
• Hassandra, M., Goudas, M., Hatzigeorgiadis, A., and Theodorakis, Y. (2007). A fair play intervention program in school Olympic education. European Journal of Psychology of Education, 22(2), 99-114. https://doi:10.1007/BF03173516
• Hofstede, G. (1980). Culture and organizations. International Studies of Management & Organization, 10(4), 15-41. https://doi:10.1080/00208825.1980.11656300
• Hu, L. T., and Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: a Multidisciplinary Journal, 6(1), 1-55. https://doi:10.1080/10705519909540118
• Huber, M. J., Fruth, J. D., Avila-John, A., and López-Ramírez, E. (2016). Teacher self-efficacy and student outcomes: A transactional approach to prevention. Journal of Education and Human Development, 5(1), 46-54. https://doi:10.15640/jehd.v5n1a5
• Humphries, C. A., Hebert, E., Daigle, K., and Martin, J. (2012). Development of a physical education teaching efficacy scale. Measurement in Physical Education and Exercise Science, 16(4), 284-299. https://doi:10.1080/1091367X.2012.716726
• IFPC. (2021). Fair society. Retrieved from http://www.fairplayinternational.org/fair-society
• İnce, N. B., ve Şahin, A. E. (2015). Maslach tükenmişlik envanteri-eğitimci formu’nu Türkçe’ye uyarlama çalışması. Journal of Measurement and Evaluation in Education and Psychology, 6(2), 385-399. https://doi:10.21031/epod.97301
• Isenbarger, L., and Zembylas, M. (2006). The emotional labour of caring in teaching. Teaching and Teacher Education, 22(1), 120-134. https://doi:10.1016/j.tate.2005.07.002
• Jacobs, F., Knoppers, A., and Webb, L. (2013). Making sense of teaching social and moral skills in physical education. Physical Education and Sport Pedagogy, 18(1), 1-14. https://doi:10.1080/17408989.2011.621118
• Jennings, P. A., and Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525. https://doi:10.3102/0034654308325693
• Jeynes, W. H. (2019). A meta-analysis on the relationship between character education and student achievement and behavioral outcomes. Education and Urban Society, 51(1), 33-71. https://doi:10.1177/0013124517747681
• Johnson, L. V. (2005). A Fair Play Unit for Elementary School: Getting the Whole School Involved. Teaching Elementary Physical Education, 16(3), 16-19.
• Kaatz, A., Carnes, M., Gutierrez, B., Savoy, J., Samuel, C., Filut, A., and Pribbenow, C. M. (2017). Fair Play: a study of scientific workforce trainers’ experience playing an educational video game about racial bias. CBE—Life Sciences Education, 16(2), ar27. https://doi:10.1187/cbe.15-06-0140
• Kasalak, G., and Dagyar, M. (2020). The Relationship between Teacher Self-Efficacy and Teacher Job Satisfaction: A Meta-Analysis of the Teaching and Learning International Survey (TALIS). Educational Sciences: Theory and Practice, 20(3), 16-33. https://doi:10.12738/jestp.2020.3.002
• Kim, K. R., and Seo, E. H. (2018). The relationship between teacher efficacy and students’ academic achievement: A meta-analysis. Social Behavior and Personality: An International Journal, 46(4), 529-540. https://doi:10.2224/sbp.6554
• Kirk, D. (2010). Physical education futures. New York: Routledge.
• Klassen, R. M., and Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741-756. https://doi:10.1037/a0019237
• Klassen, R. M., and Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59-76. https://doi:10.1016/j.edurev.2014.06.001
• Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.).Guilford Press.
• Laker, A. (2001). Developing personal, social and moral education through physical education: A practical guide for teachers. Routledge.
• Lee, Y. H. (2019). Emotional labor, teacher burnout, and turnover intention in high-school physical education teaching. European Physical Education Review, 25(1), 236-253. https://doi:10.1177/1356336X17719559
• Lémonie, Y., Light, R., and Sarremejane, P. (2016). Teacher–student interaction, empathy and their influence on learning in swimming lessons. Sport, Education and Society, 21(8), 1249-1268. https://doi:10.1080/13573322.2015.1005068
• Liebowitz, D. D., and Porter, L. (2019). The effect of principal behaviors on student, teacher, and school outcomes: A systematic review and meta-analysis of the empirical literature. Review of Educational Research, 89(5), 785-827. https://doi:10.3102/0034654319866133
• Loland, S. (2002). Fair play in sport: A moral norm system. Routledge.
• Loland, S. (2015). Fair Play. In M. McNamee and W. J. Morgan (Eds.), Routledge handbook of the philosophy of sport (pp. 333-350). Routledge.
• Loland, S., and McNamee, M. (2000). Fair play and the ethos of sports: an eclectic philosophical framework. Journal of the Philosophy of Sport, 27(1), 63-80. https://doi:10.1080/00948705.2000.9714590
• London, R. A., Westrich, L., Stokes‐Guinan, K., and McLaughlin, M. (2015). Playing fair: The contribution of high‐functioning recess to overall school climate in low‐income elementary schools. Journal of School Health, 85(1), 53-60. https://doi:10.1111/josh.12216
• Martin, J. J., McCaughtry, N., Kulinna, P. H., and Cothran, D. (2009). The impact of a social cognitive theory‐based intervention on physical education teacher self‐efficacy. Professional Development in Education, 35(4), 511-529. https://doi:10.1080/19415250902781814
• Maslach, C., Jackson, S. E., and Schwab, R. L. (1996). Maslach Burnout Inventory—Educators Survey (MBI-ES). In C. Maslach, S. E. Jackson, and M. P. Leiter (Eds.), MBI manual (3rd ed.). Palo Alto, CA Consulting Psychologists Press.
• Maslach, C., and Leiter, M. P. (1999). Teacher burnout: A research agenda. In R. Vandenberghe, A. M. Huberman, and R. Huberman (Eds.), Understanding and preventing teacher burnout: A sourcebook of international research and practice (pp. 295–303).Cambridge University Press.
• Maslach, C., Schaufeli, W. B., and Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397-422. https://doi:10.1146/annurev.psych.52.1.397
• Mausethagen, S., and Mølstad, C. E. (2015). Shifts in curriculum control: contesting ideas of teacher autonomy. Nordic Journal of Studies in Educational Policy, 2015(2), 28520. https://doi:10.3402/nstep.v1.28520
• McIntosh, P. C. (1979). Fair play: Ethics in sport and education. Heinemann.
• Miura, Y. (2015). Fair play in the physical education curriculum. LASE Journal of Sport Science, 6(1), 79-93.
• Mojavezi, A., and Tamiz, M. P. (2012). The Impact of Teacher Self-efficacy on the Students’ Motivation and Achievement. Theory & Practice in Language Studies, 2(3), 483-491. https://doi:10.4304/tpls.2.3.483-491
• Mustafa, M., and Cullingford, C. (2008). Teacher autonomy and centralised control: The case of textbooks. International Journal of Educational Development, 28(1), 81-88. https://doi:10.1016/j.ijedudev.2007.07.003
• Narvaez, D., Vaydich, J. L., Turner, J. C., and Khmelkov, V. (2008). Teacher self-efficacy for moral education: Measuring teacher self-efficacy for moral education. Journal of Research in Character Education, 6(2), 3-15.
• Nunnally, J. C., and Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York: McGrawHill.
• O’Neil, K., and Krause, J. M. (2019). Physical education teacher education faculty self-efficacy toward educational technology. Physical Educator, 76(5), 1287-1305. https://doi:10.18666/TPE-2019-V76-I5-9107
• Pan, Y.-H., Chou, H.-S., Hsu, W.-T., Li, C.-H., and Hu, Y.-L. (2013). Teacher self-efficacy and teaching practices in the health and physical education curriculum in Taiwan. Social Behavior and Personality: An International Journal, 41(2), 241-250. https://doi:10.2224/sbp.2013.41.2.241
• Pennington, C. G. (2017). Moral development and sportsmanship in physical education and sport. Journal of Physical Education, Recreation & Dance, 88(9), 36-42. https://doi:10.1080/07303084.2017.1367745
• Perera, H. N., Calkins, C., and Part, R. (2019). Teacher self-efficacy profiles: Determinants, outcomes, and generalizability across teaching level. Contemporary Educational Psychology, 58, 186-203. https://doi:10.1016/j.cedpsych.2019.02.006
• Rawls, J. (2005). A theory of justice (Original Edition ed.). Cambridge, MA: Harvard University Press.
• Renson, R. (2009). Fair play: Its origins and meanings in sport and society. Kinesiology, 41(1.), 5-18.
• Richards, K. A. R., Washburn, N., and Lee, Y. H. (2019). Understanding emotional labor in relation to physical educators’ perceived organizational support, affective commitment, and job satisfaction. Journal of Teaching in Physical Education, 39(2), 236-246. https://doi:10.1123/jtpe.2019-0029
• Roberts, V., Sojo, V., and Grant, F. (2020). Organisational factors and non-accidental violence in sport: A systematic review. Sport Management Review, 23(1), 8-27. https://doi:10.1016/j.smr.2019.03.001
• Rokeach, M. (1973). The nature of human values. Free Press.
• Rokeach, M. (1979). Understanding human values. Free press.
• Rubin, D. B. (1976). Inference and missing data. Biometrika, 63(3), 581-592. https://doi:10.1093/biomet/63.3.581
• Schaufeli, W. B., Leiter, M. P., and Maslach, C. (2009). Burnout: 35 years of research and practice. Career Development International, 14(3), 204-220. https://doi:10.1108/13620430910966406
• Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3-4), 207-231. https://doi:10.1080/00461520.1991.9653133
• Schwartz, S. H. (2012). An overview of the Schwartz theory of basic values. Online Readings in Psychology and Culture, 2(1). https://doi:10.9707/2307-0919.1116
• Schwartz, S. H., and Sortheix, F. (2018). Values and subjective well-being. In E. Diener, S. Oishi, and L. Tay (Eds.), Handbook of well-being (pp. 1-25). Noba Scholar.
• Schwarzer, R., and Hallum, S. (2008). Perceived teacher self‐efficacy as a predictor of job stress and burnout: Mediation analyses. Applied Psychology, 57, 152-171. https://doi:10.1111/j.1464-0597.2008.00359.x
• Sezen-Balçıkanlı, G. (2009). Fair play and empathy: A research study with student teachers. Journal of US-China Public Administration, 6(4), 79-84.
• Sezen-Balçıkanlı, G. (2019). Spor etiği. C. Türer (Ed.), Etik ve etik sorunlar. Nobel Akademik.
• Sheu, H.-B., Lent, R. W., Miller, M. J., Penn, L. T., Cusick, M. E., and Truong, N. N. (2018). Sources of self-efficacy and outcome expectations in science, technology, engineering, and mathematics domains: A meta-analysis. Journal of Vocational Behavior, 109, 118-136. https://doi:10.1016/j.jvb.2018.10.003
• Shoji, K., Cieslak, R., Smoktunowicz, E., Rogala, A., Benight, C. C., and Luszczynska, A. (2016). Associations between job burnout and self-efficacy: A meta-analysis. Anxiety, Stress, & Coping, 29(4), 367-386. https://doi:10.1080/10615806.2015.1058369
• Siedentop, D., Hastie, P., and Van der Mars, H. (2019). Complete guide to sport education (3rd ed.). Champaign, IL: Human Kinetics.
• Simon, R. L. (2016). The ethics of sport: What everyone needs to know. Oxford University Press.
• Simon, R. L., Torres, C. R., and Hager, P. F. (2015). Fair play: The ethics of sport (4th ed.). Westview Press.
• Skaalvik, E. M., and Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611-625. https://doi:10.1037/0022-0663.99.3.611
• Skaalvik, E. M., and Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25(3), 518-524. https://doi:10.1016/j.tate.2008.12.006
• Skaalvik, E. M., and Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1), 68-77. https://doi:10.2466/14.02.PR0.114k14w0
• Skaalvik, E. M., and Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession. Creative Education, 7(13), 1785-1799. https://doi:10.4236/ce.2016.713182
• Skaalvik, E. M., and Skaalvik, S. (2017). Dimensions of teacher burnout: relations with potential stressors at school. Social Psychology of Education, 20(4), 775-790. https://doi:10.1007/s11218-017-9391-0
• Sökmen, Y. (2018). Sınıf öğretmenlerinin öz-yeterlik, özerklik, iş memnuniyeti, öğretmen katılımı ve tükenmişliği arasındaki ilişki: Bir model geliştirme çalışması [Yayımlanmamış doktora tezi]. Atatürk Üniversitesi.
• Spruit, A., Kavussanu, M., Smit, T., and Ijntema, M. (2019). The Relationship between Moral Climate of Sports and the Moral Behavior of Young Athletes: A Multilevel Meta-analysis. Journal of Youth and Adolescence, 48(2), 228-242. https://doi:10.1007/s10964-018-0968-5
• Stephanou, G., and Tsapakidou, A. (2007). Teachers’ Teaching Styles and Self-Efficacy in Physical Education. International Journal of Learning, 14(8), 1-12.
• Tabachnick, B. G., and Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson.
• Talsma, K., Schüz, B., Schwarzer, R., and Norris, K. (2018). I believe, therefore I achieve (and vice versa): A meta-analytic cross-lagged panel analysis of self-efficacy and academic performance. Learning and Individual Differences, 61, 136-150. https://doi:10.1016/j.lindif.2017.11.015
• Tay, L., and Jebb, A. (2017). Scale Development. In S. Rogelberg (Ed.), The SAGE encyclopedia of industrial and organizational psychology (2nd ed.).Sage.
• Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications.American Psychological Association.
• Tschannen-Moran, M., and Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi:10.1016/S0742-051X(01)00036-1
• Tschannen-Moran, M., and McMaster, P. (2009). Sources of self-efficacy: Four professional development formats and their relationship to self-efficacy and implementation of a new teaching strategy. The Elementary School Journal, 110(2), 228-245.
• van der Bijl, J. J., and Shortridge-Baggett, L. M. (2002). The theory and measurement of the self-efficacy construct. In R. E. Lenz and L. M. Shortridge-Baggett (Eds.), Self-efficacy in nursing: Research and measurement perspectives (pp. 9-25).Springer Publishing Company.
• Vasconcellos, D., Parker, P. D., Hilland, T., Cinelli, R., Owen, K. B., Kapsal, N., . . . Lonsdale, C. (2020). Self-determination theory applied to physical education: A systematic review and meta-analysis. Journal of Educational Psychology, 112(7), 1444-1469. https://doi:10.1037/edu0000420
• Veugelers, W., and Vedder, P. (2003). Values in teaching. Teachers and Teaching, 9(4), 377-389. https://doi:10.1080/1354060032000097262
• Vidoni, C. (2020). Connecting Social Skills to PE Instruction. Strategies, 33(1), 3-7. https://doi:10.1080/08924562.2019.1680332
• Vidoni, C., Lee, C.-H., and Azevedo, L. B. (2014). Fair Play Game: a group contingency strategy to increase students’ active behaviours in physical education. Early Child Development and Care, 184(8), 1127-1141. https://doi:10.1080/03004430.2013.847834
• Vidoni, C., and Ulman, J. D. (2010). Fair play instruction during middle school physical education: A systematic replication. Journal of Behavioral Health and Medicine, 1(2), 127-136. https://doi:10.1037/h0100546
• Wang, H., Hall, N. C., and Taxer, J. L. (2019). Antecedents and Consequences of Teachers’ Emotional Labor: a Systematic Review and Meta-analytic Investigation. Educational Psychology Review, 31(3), 663-698. https://doi:10.1007/s10648-019-09475-3
• Worthington, R. L., and Whittaker, T. A. (2006). Scale Development Research: A Content Analysis and Recommendations for Best Practices. The Counseling Psychologist, 34(6), 806-838. https://doi:10.1177/0011000006288127
• Ye, M., and Chen, Y. (2015). A literature review on teachers’ emotional labor. Creative Education, 6(20), 2232-2240. https://doi:10.4236/ce.2015.620230
• Yıldıran, İ. (2004). Fair Play: Kapsamı, Türkiye’deki görünümü ve geliştirme perspektifleri. Gazi Beden Eğitimi ve Spor Bilimleri Dergisi, 9(4), 3-16.
• Yıldıran, İ. (2005). Fair play eğitiminde beden eğitiminin rolü. Gazi Beden Eğitimi ve Spor Bilimleri Dergisi, 10(1), 3-16.
• Yıldıran, İ. (2011). Fair Play: Etimolojik, sematik ve tarihsel bir bakış. Gazi Beden Eğitimi ve Spor Bilimleri Dergisi, 16(4), 3-18.
• Yıldıran, İ., ve Sezen-Balçıkanlı, G. (2020). Fair play eğitimi. C. Koca (Ed.), Sporda psiko-sosyal alanlar. Anadolu Üniversitesi.
• Yıldıran, İ. ve Sezen, G. (2006). Beden eğitimi öğretmeni adaylarının sportmenlik ve profesyonellik arasında ikilem barındıran somut örnek olaylara yaklaşımlarının değerlendirilmesi. Gazi Beden Eğitimi ve Spor Bilimleri Dergisi, 11(3), 3-14.
• Yılmaz, F. ve Yılmaz, F. (2015). Ahlaki Kimlik Ölçeği Türkçe formunun geçerlik ve güvenirlik çalışması. CBÜ Sosyal Bilimler Dergisi, 13(4), 111-134. https://doi:10.18026/cbusos.35372
• Yin, H., Huang, S., and Chen, G. (2019). The relationships between teachers’ emotional labor and their burnout and satisfaction: A meta-analytic review. Educational Research Review, 28, 100283. https://doi.org/10.1016/j.edurev.2019.100283
• Zonoubi, R., Eslami Rasekh, A., and Tavakoli, M. (2017). EFL teacher self-efficacy development in professional learning communities. System, 66, 1-12. https://doi.org/10.1016/j.system.2017.03.003