Situational Shyness and Its Relationship to Perceived Self-Efficacy in Selected Practical Courses among Physical Education Students in Jordanian Universities
DOI:
https://doi.org/10.35516/edu.v50i2.1002Keywords:
Situational shyness, perceived self-efficacy, mixed practical coursesAbstract
Objectives: The study aimed to identify the relationship between levels of situational shyness and perceived self-efficacy among students of physical education faculties in Jordanian universities in mixed practical courses.
Methods: In this study, the researcher used a descriptive approach in the correlational relationships method. The study sample consisted of 161 male and female students from the physical education faculties in Jordanian universities and was intentionally chosen from the students registered for the mixed practical courses in the first semester of the academic year (2021/2022). The scales of situational shyness and perceived self-efficacy, designed by the researcher, were used in the study.
Results: The results of the study showed a strong inverse relationship between the level of situational shyness and the level of perceived self-efficacy among students of physical education faculties in Jordanian universities within the mixed practical courses. The results of the study also indicated statistically significant differences in the level of situational shyness and perceived self-efficacy due to the variables of gender and the level of the school year.
Conclusions: Based on the results, the study concluded the necessity for teachers of mixed practical courses in physical education faculties to use teaching methods that promote social and psychological adjustment among students, thereby reducing the phenomenon of shyness and increasing the level of perceived self-efficacy.
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Copyright (c) 2023 Dirasat: Educational Sciences
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Accepted 2022-05-17
Published 2023-06-19
