Search Results (2)

The purpose of this study was to explore the effect of playability in secondary physical education classes in Korea on academic grit and attitudes toward physical education. A total of 296 middle school students located in Seoul and Gyeonggi-do, Korea were surveyed via simple random sampling. Data were analyzed via descriptive statistical analysis, confirmatory factor analysis, reliability analysis, correlation analysis, and standard multiple regression analysis. Three primary results were obtained. First, playfulness was found to have a significant positive effect on academic grit. Specifically, mental spontaneity positively and significantly affected academic passion (β = 0.400), academic perseverance (β = 0.298), and consistency of academic interest (β = 0.297). Additionally, among the sub-variables of playfulness, humorous perspective was found to have a positive significant effect on maintaining consistency of academic interest (β = 0.255). The second primary finding was that playfulness had a significant positive effect on classroom attitudes to physical education. Specifically, physical animation and emotional fluidity were found to positively and significantly affect basic attitudes (β = 0.290 and 0.330, respectively) and social attitudes (β = 0.398 and 0.297, respectively). Third, academic grit was found to have a significant positive effect on PE classroom attitudes. Specifically, academic passion was found to have a positive and significant effect on basic attitudes (β = 0.427) and social attitude (β = 0.358). The results imply that attitude toward school life can be improved through physical activity in secondary physical education classes. Full article

A paucity of research has addressed the relationship between each psychological construct of playfulness and smartphone dependency, and the purpose of this research is to understand how each psychological construct of playfulness, including physical animation, social engagement, mental spontaneity, emotional fluidity, and humorous perspective playfulness, influences smartphone dependency of the upper grades of elementary schoolers. For this purpose, a total of 278 questionnaires was analyzed for descriptive, correlation, and multiple regression analysis. The correlation analysis showed that respondents’ age positively and parents’ education levels negatively correlates to smartphone dependency. The multiple regression analyses showed that physical animation playfulness and emotional fluidity playfulness negatively and social engagement playfulness positively influence smartphone dependency of the respondents. The findings indicate that to reduce smartphone dependency among elementary schoolers, physical animation and emotional fluidity playfulness need to be promoted. The findings also suggest that each component of playfulness has distinctive advantages and disadvantages of developmental processes in childhood, and more future research endeavors need to be directed to understand the role of playfulness in children’s behaviors and cognitive processes. Full article