Children’s Beliefs Toward Cooperative Playing With Peers With Disabilities in Physical Education

Author:

Obrusnikova Iva1,Block Martin2,Dillon Suzanna3

Affiliation:

1. 1University of Delaware

2. 2University of Virginia

3. 3Wayne State University

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, χ2(4, N = 448) = 40.51, p < .01. Participants responded many factors in the class would positively (76%) or negatively (89%) influence the behavior.

Publisher

Human Kinetics

Subject

Physical Therapy, Sports Therapy and Rehabilitation

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