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Children's beliefs toward cooperative playing with peers with disabilities in physical education
Iva Obrusnikova1, Martin Block, Suzanna Dillon
1Health, Nutrition, and Exercise Sciences, University of Delaware, Newark, USA.
Abstract:
Theory of Planned Behavior (Ajzen, 1991) was used to elicit salient behavioral, normative, and control beliefs of children without disabilities toward playing with a hypothetical peer with a disability in general physical education. Participants were 350 elementary and middle school students who completed two questionnaires. Questionnaires were assessed for content validity. Participants provided more affective (68%) than instrumental (32%) responses for favorable behavioral beliefs and more instrumental (76%) than affective (24%) responses for unfavorable beliefs. Peer social pressure was prevalent in favorable (69%) and unfavorable (99%) responses. Social pressure significantly varied across five grades, chi-squared(4, N = 448) = 40.51, p < .01. Participants responded many factors in the class would positively (76%) or negatively (89%) influence the behavior.
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