Intellectual achievement responsibility of junior soccer players
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ABSTRACT:
Education is crucial for occupational mobility. Sociological investigations indicated strong educational disadvantages among professional Israeli soccer players at all levels, compared to other societal segments. In this study, academic locus of control, operationalized through intellectual achievement responsibility (IAR), was used to investigate psychological correlates of education among Israeli junior soccer players. Sixty regular soccer players, 30 attending 4th grade and 30 attending 8th grade, were compared on IAR scores to 60 non-players, 30 from each age group. Socioeconomic status, word knowledge and abstract thinking were controlled. ANOVA revealed similar patterns of total-IAR, I- (assumed blame for negative events and I+ (assumed credit for positive events) scores. 8th graders were more internal than 4th graders. Non-players were more internal than regular players. I- produced stronger effects than I+ scores. Previous sociological findings were psychologically supported by the results. Present and future research are discussed with reference to psychological, sociological, educational and methodological aspects of athletic activity.
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