QTiA_A2_4423_M.Azeem Khan_LR 20.

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1.Does School Motivation Change Over Secondary School Years?

The study has been conducted to measure degree of motivation of students.Statistcal analysis
was used to measure motivation in students.The data has been taken from the students of Hong
Kong of Grades 7.9 and 11.After complete survey the sample consist of 81, 56, 406 from three
grades respectively.Inventory of school motivation(ISM) instrument was used consist of 25 items
hgaving six priori scale two mastery,two performance orientation and two aspiration scales were
constructed.Each item consist of 5 point likert scale scale (1 = strongly disagree; 5 = strongly
agree). For statistical analysis SPSS was used.Principal component analysis was conducted on 25
item questionnaire set eigenvalues at greater than 1.The eigenvalus showed 62.7% of total
variance for six priori factors(Task orientationEffort orientationCompetition orientationPraise
orientationEducation aspirationCareer aspirations).The results showed that there is not a problem
of multicollinearity among six factors. We observed that correlations between school motivation
and aspiration is significant and moderate((rs = .32 to .55). The student of grade 7 had significant
figure in task orientation, in Effort orientation, in Praise orientation and in Career aspirations
than grade 9 and 11. There was no significant differences between students of Grades 7, 9 and 11
according to Competition orientation Education aspirations.The result of variance conclude that
grade 7 student are more significant in task, Effort and Praise scores and higher career
aspirations than students from grades 9 and 11. The results showed that motivation factor and
aspiration factor and significantly correlated which was also correlated with education and
aspiration outcomes.[ CITATION Yeu01 \l 1033 ]
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2.Second language speaking anxiety of learners of English for academic purposesin
Australia

The study has been conducted to measure second language speaking anxiety of learners of
english for academic purposes(EAP) in Australia.The instrument showed reliability and validity
to measure anxiety.A five point likert type scale was made.The 22 item questionnaire was piloted
and finally, the new questionnaire based on 11 items.The main objective of research to measure
relationship between speaking performance and second language speaking anxiety and what are
major stressors.The data was collected from the students of different countries based on 275
students(136 female, 139 male). For collection of data anxiety subscales and oral performance
was assessed using a type of International English Language Testing System (IELTS) interview.
The negative significant relationship was observed between anxiety and oral performance by
Pearson correlation analysis was computed, using SPSS 10. Multivariate analysis of variance
(MANOVA) was analysed on sample of 265. Multivariate analysis of variance was conducted to
measure influence of ethnicity or sex on anxiety and there was no significant effect of sex on
anxiety but univarate analysis of variance showed significant effect of ethnicity on anxiety. The
results conclude that anxiety can be reduced by language learning strategies and peer interaction
is very necessary the research conclude that stressor facing anxiety due to lacking of necessary
skills.

The results show that the two dimensional classification of anxiety is reasonable for this sample
-- that out-of-class anxiety is just as likely to interfere with language use as in-class anxiety. The
primary stressors refer to performance like classroom activities and communicating with native
speakers and there seemed to be some differences between ethnic groups.[ CITATION Cha \l
1033 ]

 
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3.The role of mindfulness in reducing stress for pre-service students.

The study has been conducted to examined psychosocial profile of a cohort of pre-service
students to determine the role of mindfulness in reducing stress for pre-service students.The
sample size consist of 425 students. The survey for this study comprised a self-report booklet of
measures to evaluate levels of mindfulness by Mindful Attention Awareness Scale(MAAS),
optimism and stress. Mindfulness measures were reduced to 3 groups (low, medium and
high).For statistical analysis SPSS has been used.Crosstab analysis showed that change in
mindfulness were significant. 34% of the participants reported reduction in level of mindfulness
over time but personality and psychological factors were not significant.The MANOVA was
conducted to measure relationship between mindfulness and stress(mindfulness as the
independent factor and stress levels of the dependent factors). there were significant differences
in reported levels of depression (F2,156 = 8.90, p = .001), anger (F2,156 = 6.06, p = .01), vigour
(F2,156 = 6.28, p = .01), fatigue (F2,156 = 9.10, p = .001), tension (F2,156 = 6.05, p = .001) and
confusion (F2,156 = 12.02, p = .001) by mindfulness groupings.This analysis was significant
(Lambda = .03, F 7,147 = 835.31, p = .001). Univariate analysis interpret showed significant
result of changes in stress by changes in levels of mindfulness over time.The results showed that
MAAS played a vital role in predicting role of stress across nine month period.The
multicollineriaty exist between mindfulness and one’s personality(extraversion, concentration,
agreeableness).Students with high level of mindfulness interpret 36% variance between
mindfulness and neuroticism and concentration.The research confirmed that proposal is a a
strong factor in providing a resilience to stress for individuals.[ CITATION Kos \l 1033 ]
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4.Improving Classroom Performance through Developing Cultural Awareness

The study has been conducted to measure the effect of Maori Culture Group on children’s self-
esteem, locus of control and academic performance. In this study we will interprate that Maori
Culture Group have a positive effect on the children’s self-esteem or not and Would the
experiences of the Maori Culture Group result in a more internal locus of control? We will also
interprate that academic achievement could be effected by social factors?The sample was taken
from aukland primary schools that was consist of 47 boys and girls.There was many instrument
used to collect data.The instrument which was developed (Coopersmith Self-Esteem Inventory)
to measure attitudes toward the self in social, academic, family and personal areas of
experience.This instrument consist of 58 items which have answered “like me” or not “like me”
and reliability coefficients between .87 and .92. Factor analysis of variance was used. There was
a significant Group x Time interaction, F (2,68) = 4.08, p <.05. The tests of simple main effects
of time showed increase in self-esteem over time, t (1,68) = 3.82, p <.01. Another instrument
(Nowicki-Strickland Locus of Control Scale for Children) was used for children it consist of 40
questions answered either ‘yes’ or ‘no’, with higher scores having reliability coefficients up to .
68. The results showed that Maori Culture Group having significant positive change with self-
esteem and locus of control. The instrument (Test of Scholastic Abilities) used to measure
numeral and verbal abilities.The test consist of 70 multiple choice question having validity
coefficients above .85. The results showed that maori culture group had significant changes in
self-esteem and the study also consist of interview which showed that parents and teachers
observed confidence, maturity and social skills.There was also a change in academic
performance children showed positive attitude to school and they became more sincere in their
work.[ CITATION Rub99 \l 1033 ]
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5.LEARNING ENVIRONMENTS IN SENIOR SECONDARY ENVIRONMENTAL

SCIENCE CLASSES

The study has been done to measure students perceptions of aspects of their learning
environment in senior Environmental Science classrooms by means of the Environmental
Science Learning Environment Inventory (ESLEI), associations between students perceptions of
their classroom learning environment and students attitudinal outcomes and students sex and
whether or not they were currently studying another science course.Data was collected from 100
students of seven classes.The questionnaire Environmental Science Learning Environment
Inventory (ESLEI)based upon 35 items. Each item consist of 5 scales (Student Cohesion,
Integration, Involvement, Material Environment, and Task Orientation) and each scale consist of
seven items.There was a used of two type of Attitude Questionnaire(Attitude To This Class and
Attitude To Class Discussions). Both questionnaire shows acceptable internal consistency. Single
and multiple correlation analyses has been used to measure associations between students
perceptions of their learning environment and student outcomes. Students perceptions on the set
of learning environment scales and attitudinal outcomes are significantly correlated to each
other.MANOVA statistics has been used to measure effects of students sex on perceptions of the
learning environment and on attitudinal outcomes. Wilksâ lambda criterion showing significant
value (p<0.05). MANOVA was also used for the comparison of science and non-science students
perceptions of learning environments and attitudinal outcomes. It is clear that students who are
studying another science subject are significant in student cohesion than the student who are not
studying another science subject. Environmental Science students was more positive in their
studies than non-scinece students.The results shows that Environmental Science Learning
Environment Inventory and two attitudinal instruments are reliable and valid. Student Cohesion,
Involvement, and Task Orientation are highly correlated with positive attitudinal outcomes. It
can be suggest that students can be encourage in classes where the students perceive more
cohesion amongst students.[ CITATION Hen98 \l 1033 ]
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6. Evaluation of school restructuring intended to create a middle schooling culture

The study has been conducted for re-structuring of school by effective teaching, learning and
school improvement to create a ‘middle-school’ learning community.There are three type of
questionnaire were used that was The School Cultural Elements Questionnaire (SCEQ) for staff,
The Classroom Cultural Elements Questionnaire (CCEQ) for student and The Parental
Involvement in School Questionnaire (PISQ) for parents.Principal component factor analysis has
been used to refine the staff`s instrument which was filled by 422 teachers and consist of 5 point
likert scales.The perception of staff had positive result than 1999 in 2000 in all six item about
emphasis on learning, collegiality and transformational leadership according to ANOVA. The
original Classroom Cultural Elements Questionnaire (CCEQ) based upon 729 students over 2
years which was consist of 4 point likert scale.Factor analysis was used to refine the parents
instrument and the revised instrument consist of 10 item with same sample size and utilized 4
point likert scale.Principal component FA has been used to refined the parents instrument. The
sample size consist of 526 parents. The new instrument consist of 10 items.some items shows
insignificant value according to parents. ANOVA has been used to measure ability and change in
attributes of the college community. The results indicate significant changes occurred within the
school over the one year period of re-structuring. There is also a need for further research into
the culture of learning communities and school improvement.[ CITATION Bol01 \l 1033 ]
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7. Confirmatory Factor Analyses and Tests of Factorial Invariance on the SMOSA

The research has been done to evaluate motivational orientations and self perceptions among
adolescents.For evaluation 12 factor model SMOSA was used.The data has been taken from
different countries 2132 students was used to collect data (48.5% male, 51.5% female). The
participating students were from three consecutive grades 7, 8 and 9 attending eleven high
schools.The instrument used to collect data was SMOSA(Self Motivational Orientations Scale
for Adolescents). Tests of overall reliability demonstrated good estimates for the subscales
measured for students in grades 7, 8 and 9 with values of .70 to .92, were occasioned for 67 of
the 72 measures in the twelve subscales/factors of the SMOSA across the six different models.
The only exception occurred for the subscale of Social Concern that varied of .65 to .71 with a
coefficient alpha for the total sample of .68 . The Normal Theory Weighted Least Squares Chi-
Square = 3101.183, the degrees of Freedom = 1244, The Root Mean Square Error of
Approximation (RMSEA) = 0.0265; the Non- Normed Fit Index (or NNFI) = 0.984; the
Comparative Fit Index (CFI) = 0.986; and the Goodness of Fit Index (GFI) = 0.940. These are
very strong reliable indicators of goodness of fit. The research reported in this paper examined
the psychometric soundness of the newly developed SMOSA using a 12-factor model of
adolescent motivational orientations and self-perception subscales. The results demonstrate that
the fifty-two items reflecting the eight motivational and four self-perception subscales loaded
significantly on the a-priori 12 factors. The psychometric soundness of the SMOSA was
demonstrated through rigorous testing for reliability and validity. There was good reliability
using Cronbach’s Alpha for the total sample, grades 7, 8 and 9 and also for males and females.
The factor structure using Confirmatory Factor Analyses showed support for the psychometric
soundness of the SMOSA that simultaneously incorporated adolescent motivational goals and
self-perceptions. Finally, the invariance testing of the model using three grades and also males
and females supported the validity of this model’s psychometric soundness. the newly developed
SMOSA strongly supports the reliability and validity for an adolescent population.
Further research is suggested using the valid and reliable SMOSA to systematically
investigate the developmental profile during adolescence. This would assist in ascertaining
whether a different pattern emerges for these disparate factors across the course of high school
and whether differences emerge between males and females.[ CITATION Sim \l 1033 ]
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8. Physical Self-Concept as an Important Outcome in Physical Education Classes

The study has been done to evaluate usefulness in physical education of three physical
concept.For evaluation Validity approach was used. The RPSCS has been established as a valid,
reliable and structurally sound instrument across all ages and gender. It has proven to be
effective in this aim.The sample consist of 3200 candidiates (1688 females and 1533
males).Internal reliabilities was tested by Cronbach Alpha statistic.According to male and female
alpha was the total .92 with a range of alphas across the scales, from .79 to .93 and .92 with a
range of alphas across the scales, from .80 to .93. respectively.The alpha result shows that
instrument on the whole having good internal consistency.Ther inter-factor correlations showing
good positive correlation of males and females.In this research three instrument(Richards
Physical Self Concept Scale, Marsh Physical Self Description Questionnaire, Fox’s Physical Self
Perception Profile)has been used to evaluate physical self concept.
Richards’ Physical Self Concept Scale (RPSCS; Richards, 1988) has been used mostly in
outdoor education research. It has 7 scales: Activity, Appearance, Health, Competence,
Strength, Body Build, and Satisfaction. Its 7-factor solution is remarkably robust over
gender and age (8 through 60).
Marsh’s Physical Self Description Questionnaire (PSDQ; Marsh, Richards, Johnson, Roche,
& Tremayne, 1994) is widely used. It has 11 scales: Appearance, Strength,
Condition/Endurance, Flexibility, Health, Coordination, Activity, Body Fat, Sport, Global
Physical, and Global Esteem.
Fox’s Physical Self Perception Profile (PSPP; Fox, 1990; Fox & Corbin, 1989) is widely
used. It has 5 scales: Physical Condition, Physical Strength, Body Attractiveness, Sport,
and Physical Self Worth.
There is a problem of high collinearity among three instruments.some factors are correlated
between scales.Results were largely consistent across responses by Australian and Israeli
students. Overall, the results provided good support for the convergent and discriminant validity
of responses to the three instruments.[ CITATION Ric \l 1033 ]
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9. Revisiting the trichotomous achievement goal framework for Hong Kong

The study has been done to measure relationships of the three achievement goals, learning
strategies and achievement of Hong Kongsecondary students. The model was confirmed by
LISREL8.5 for Windows with satisfactory goodness of fit index. The results showed that
mastery goals were significantly and positively related to deep strategy but negatively related to
surface strategy in learning.The sample size of students is 1381from three schools in which 786
are male and 595 are females. The questionnaire to measure achievement goals was adapted
from the Achievement Goal Questionnaire (AGQ) developed by Elliot and Church (1997). The
AGQ consists of three subscales: mastery goals (6 items), performance-approach goals (6 items)
and performance-avoidance goals (6 items) rated on a 7-point Likert scale.To improve the scales
used in the present study, items with factor loading less than .45 were deleted from the subscales
of mastery goals, performance-approach goals, performance-avoidance goals, deep strategy and
surface strategy in the path analysis of the proposed structural model. The path coefficients
which are asterisked are significant at .05 level. The model achieves an overall good fit with the
GFI = .96, AGFI = .94, NNFI = .94, CFI =.96, RMSEA =.052, RMR =.073. This implies that the
pattern of relationships taken as a whole as hypothesized by the model fits the data well.Mastery
goals had positive and significant influence on deep strategy (path coefficient =.80) but not on
academic achievement. The magnitude of the influence on deep strategy from mastery goals was
very strong. Although positively related to academic achievement, the magnitude of relation with
mastery goals was weak and insignificant. Performance-approach goals had positive and
significant predictor effects on surface strategy (path coefficient =.16) and academic
achievement (path coefficient =.24), the magnitude were from moderately weak to moderate.
Performance goals had positive but insignificant predictor effect on deep strategy and the
relation was very weak (path coefficient =.03). Performance-avoidance goals were significantly
and moderately related to surface strategy (path coefficient =.43), performance-avoidance goals
had a negative effect on academic achievement ((path coefficient = - .34). There were no
significant influence of deep strategy (path coefficient = .14) and surface strategy (path
coefficient = .08) on academic achievement and the magnitude of path coefficients were weak to
very weak respectively.[ CITATION Wai \l 1033 ]
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10. Towards a Hierarchical Artistic Self-Concept ®

The study was conducted to identify Australian students perception about Arts education
program.They used 284 students of Art education out of which 29 was unable to complete the
questionnaire.The questionnaire consist of 42 item each on a 5-point scale (1 = strongly disagree;
5 = strongly agree). Confirmatory factor analysis found that the skill-specific perceptions formed
4 a priori domain-specific higher order factors corresponding to the 4 major areas: music, drama,
dance and visual arts. Applying confirmatory factor analysis (CFA), we first examined the
multidimensionality of the self-concept responses that has been widely supported in previous
research. Then we tested the possibility of a hierarchical representation of the skill-specific
measures. All analyses throughout this paper were conducted with the SPSS version of PRELIS
and LISREL based on a 42 x 42 covariance matrix. In testing the hierarchical structure of the
creative arts self-concepts, CFA models found that the 42 skill-specific responses formed 21
skill-specific factors represented by four domain-specific factors. Also, the inter-correlations of
the four factors at the domain level were strong enough to be accounted for by a single higher
order Creative Arts factor. Although the hierarchical representation did not seem to be as strong
as the multidimensional representation, the results provided some support for the hypothesis that
self-concepts within a specific curriculum focus such as Creative Arts can be both hierarchical
and multidimensional.[ CITATION MMc \l 1033 ]
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11. ATTITUDES OF ABORIGINAL STUDENTS TO FURTHER EDUCATION

The study was conducted to measure perceptions of students of rural and urban areasin western
australia about education.The sample size consist of 473 students. The questionnaire consist of
73 items consisted primarily of Likert scale(strongly agree, agree, disagree and strongly
disagree) items.The questions in questionnaire designed to receive the views and attitudes of
Aboriginal students to various aspects of their education.There was used of six(6)variables in
questionnaire. A number of statistical analyses were performed on the data to check the
reliability of the instrument.The Cronbach Alpha calculation produced a reliability co-efficient of
0.93.The analysis shows that the questionnaire is highly reliable. After an examination of the
discrimination indices and carefully considering the intent of the question it became apparent
that a further six items needed to be reversed scored by strongly agree, for example, being given
a response of four instead of one.The most of the students highly positive to think that the
education is more important for them and they respect their parents and teachers. ducation is a
powerful tool to have and Aboriginal want their children to succeed in education.[ CITATION Kay \l
1033 ]
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12. Relations Between Elite Athlete Self-Concept And International Swimming

Performance

The study is conducted to measure relation between Elite Athlete Self-Concept And International
Swimming Performance.Elite Athlete Self Description Questionnaire(EASDQ) designed to
measure six physical self concept factors:Skills,body, Physiological Competence (aerobic);
Physiological Competence (anaerobic); MentalCompetence; and Overall Performance.The
questionnaire was filled by top 275 swimmers from 30 countries.The questionnaire consist of 34
item.CFA was conducted to measure relationship between EASDQ and ESSDQ. An examination
of therelationships between the dependent measures was conducted through the use of Multilevel
Structural Equation Modeling.The results of CFA confirmed that a six priori factors were clearly
demonstrated.CFA showed good support for invariance of ESSDQ a priori factor structure across
country and events. we computed total scores across the events that a swimmer competed for
prior physical self-concept. Results show that ESSDQ total self-concept scores were highly
correlated with both pre-test IPS (r = .37) and subsequent actual performance at the
championships (r = .37). For this group of elite swimmers, pre-test IPS (previous personal best)
was very highly correlated with actual performance at the championship (r = .93). However,
prior Elite Athlete self-concept had a significant effect on actual performance at the
championships.The result shows that self concept had a significant effect on international
swimming performance.[ CITATION Per \l 1033 ]
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13. Validity of Nonacademic Facets of Self Description Questionnaire II ®

The study has benn conducted with the help of 244 students(199 in Grade 7 and 45 in Grade 11)
from two high schools in metropolitan Sydney, New South Wales, Australia. The participants
came primarily from working class to middle class families.The questionnaire is designed to
measure 11 ares of self concept.The questionnaire consist of 56 item.They used 1 ("false") to 6
("true") response scale.Recent studies on the validity of the Self Description Questionnaire II
(SDQII) have shown a distinction between academic and nonacademic facets of self-concept.
Most of these studies have focused on the academic facets than the nonacademic facets. For the
academic self-concept constructs, the application of advanced confirmatory factor analysis
(CFA) has provided particularly strong tests of construct validity. Analyses were conducted with
the SPSS version of LISREL (Joreskog et al., 1993) to test the a priori factor structure of the four
nonacademic SDQII responses in seven models. CFA found the four distinct factors. Reliability
estimates for the four nonacademic (Opposite-sex relation, Same-sex relation , Honesty-
Trustworthiness, Parent relation) and two academic self-concept scales (Verbal, Math) are good
(alphas = .91, .81, .83, .85, .94 and .87 respectively). Similarly, for the external criteria,
reliability estimates for perceived support from family and friends are good (alphas = .80 and .86
respectively) and satisfactory for avoidance coping strategies (alpha = .74). The results clearly
support the factor structure of these four SDQII nonacademic self-concepts by showing that the
correlations between the external criteria and their corresponding nonacademic self-concepts
follow the theoretical and logical pattern. First, Family was correlated more highly with Parent
relation than with other nonacademic SDQII factors, Friend was correlated more highly with
Same-sex relation and Opposite-sex relation than with other nonacademic SDQII factors,
whereas Avoidance was correlated more negatively with Honesty-Trustworthiness than with
other nonacademic SDQII factors. Second, the validity of using these three external criteria in
testing the factor structure of the four nonacademic self-concepts instead of academic self-
concepts was supported.[ CITATION Leu \l 1033 ]
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14. Testing the Invariance of a Motivation Model across Seven Cultural Group

Jinnat and Dennis use confirmatory factor analysis to examine the cross-cultural generalizability
of the factor structure for the Inventory of School Motivation (ISM).The questionnaire consist of
43 itmes with eight(8) different scale (task, effort, competition, social power, affiliation, social
concern, praise, and token).They took sample from 7 different cultural groups.The sample
consist of total 8963 students of school (Anglo-Australian (n=2,616), Migrant Australian
(n=1,265), Aboriginal Australian (n=906), Hong Kong Chinese (n=697), Navajo (n=1,776),
Anglo-American (n=884) and African (n=819).There are 48.1% males and 51.9% females.They
perform CFA using maximum likelihood . Cronbach alphas were calculated to measure
reliability of data The average reliability is greater than target reliability that was .70. The
average reliabilities for each of the groups ranged from .69 to .77 with Hong Kong Chinese
groups lower reliability (Mean = .69) while Migrant Australian group had higher reliability
(Mean = .77). In evaluating possible explanations for the groups with lower reliabilities, we
considered the Standard Deviations (SD) of eight scales for each of the groups. The SD for
Australian Migrant (.08) and Anglo-American (.07) were similar to the average SD across all
seven groups (.06), suggesting that the low reliability estimates in these two groups were not
specific to a particular scale. However, for the Hong Kong Chinese group, the SD is larger (.09)
and scrutiny of the reliability estimates shows that the reliability estimates are low for task and
affiliation scales. In summary, these results demonstrated adequate internal consistency in
relation to reliability estimates, the ISM instrument seems to have achieved a good balance
between brevity and reliability, except for the slightly lower level of reliability for the task and
affiliation scales for the Hong Kong Chinese students.They did CFA of 8963 students to measure
the relationship of 43 item consist of 8 factors.The result is that factor structure is same across all
cultural groups.Factor invariance analysis shows that ISM has reliable factor structure among all
7 culturla groups. The present study has demonstrated that the use of confirmatory factor
analysis and invariance analysis within structural equation modeling is a powerful.[ CITATION
Ali \l 1033 ]
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15. Self-evaluation of interpersonal behavior and classroom interaction by teacher trainees

Lourdusamy and Myint used questionnaire to asses interaction between student and trainee
teacherin singapore.They used 8 dimensions to evaluate interaction between students and
teachers(Leadership,Helping/Friendly,Understanding,StudentResponsibility/Freedom,Uncertain,
Dissatisfied,Admonishing,Strict)Each dimension consist of 6 item. All items are scored 0 for
"Never" and 4 for "Always".They used a sample of 200 responses in which 110 are females and
90 are males.The reliability coefficient of eight dimension are (.84, .70, .86, .62, .76, .68, .73, .
66)respectively.The result shows that they are significant in all 8 dimensions and they are also
strict with students and don’t give them freedom for independent work.The result shows that
teacher in Singapore are strict than teacher in Australia.They also analyse the behavior of male
and female in each dimension and conclude that 4 dimension creating differences,male have
more leadership and friendly than females.The differences in the group means are statistically
significant at .001 and .05 level respectively.The females are more uncertain and admonishing
than males. The differences in the group means are statistically significant at .001 and .05 level.

They conclude the results that the trainee teachers in Singapore are strict with their student
and don’t have intention to give freedom to them.They are good in almost all dimension except of
giving freedom to the students. Self-evaluation of teacher-student interaction thus can become a
potentially powerful exercise when a teacher attempts to create and maintain favourable classroom
learning environment through positive interpersonal behaviours.[ CITATION Lou \l 1033 ]
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16. Further Reliability and Validity of Data on the Sport Orientation Questionnaire.

Linley and Lynn examine Reliability and Validity of Data on the Sport Orientation
Questionnaire.They studied professional athletes and fans of a professional team using the
SOQ(Sport Orientation Questionnaire).The questionnaire based on 25 items yielded three
subscales; competitiveness; win orientation; and goal orientation.They used 25 players of hockey
team and 31 fans of professional team out of which 6 are unable to be include in analysis. The
players had a mean age of 24.2 years (SD = 1.6) with a range from 22 to 29. Their male fans had
a mean age of 24.9 (SD = 2.3), t (48) = 1.14, ns. Alpha coefficients for the entire sample were .
96, .81, and .93 for competitiveness, win, and goal orientation, respectively. The players (M =
61.9, SD = 3.3) scored as significantly more competitive than their fans (M = 49.0, SD = 11.6),
t(48) for unequal variances = 5.34, p [less than] .0001. Players (M = 26.7, SD = 2.3) also had a
higher win orientation (M = 22.9, SD = 4.4), t(48) = 3.81, p [less than] .001, and a higher goal
orientation (M = 26.7, SD = 3.5) than fans (M = 21.4, SD = 5.4), t(48) = 4.15, p [less than] .
0001.
It conclude that team players are highly significant in these three subscales and shows that SOQ
is both reliable and valid.[ CITATION War \l 1033 ]
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17. Physical Self-concept, Actual–Ideal Body Image Discrepancies and Obesity in Hong
Kong

In this study they measure relationship among obesity, body image and multiple dimensions of
physical self-concepts for obese (clinical and non-clinical samples) and non-obese Chinese boys
and girls.Physical self concept measured with the help of Physical Self Description
Questionnaire (PSDQ) which is consist of 70 items to measure nine specific components of
physical self-concept, global physical selfconcept and global esteem. Each item is a simple
declarative statement in which responses vary along a 6-point true-false response scale.The
sample consist of 763 Hong Kong children.The statistical analysis consist of correlations and
multiple regression analysis. A major focus of the study was on the differences between three
groups of students (non-obese, undiagnosed obese, and diagnosed obese). In order to facilitate
comparisons, two orthogonal contrasts were constructed comparing non-obese students with the
combined set of (diagnosed and undiagnosed) obese students, and comparing the diagnosed and
undiagnosed obese students. The results provide clear support for the convergent and
discriminant validity of PSDQ responses interms of objective measures of body composition
(BMI and %fat) and SMT body image ratings, as well as for the psychometric properties of the
PSDQ instrument for this sample of young Hong Kong students. Of particular relevance, the
results demonstrated the need to separate body fat self-concept from other aspects of physical
self-concept, including physical appearance.[ CITATION WMa \l 1033 ]
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18. Physical self-concepts and gender differences in children, adolescents and young
adults

Dr.Nicki Brake used spss(2003) for descriptive statistics (mean, standard deviation, range) and
inferential statistics (correlations among constructs within groups of participants, and multivariate
analysis of variance).In this research paper he is examining physical self concept in children,
adolescents and young adults.Physical self concept includes thought about the body,physical
ability activity and appearance.His research based on 3 studies.In study1 he produce questionnaire
for children to examine their physical self concept. Children in Study 1 (N = 85) were 4 - 12 years
old (mean age = 8.2, SD = 2.3). This was a representative sample of the school population by
gender (girls 44%, boys 56%) and across the years at school (pre-school 17%, kindergarten 11%,
Year 1 15%, Year 2 10%, Year 3 11%, Year 4 15%, Year 5 10%, Year 6 12%).

In study 2 he used adolescents (N=103)from government secondary schools to

examine physical self concept. the mean values of adolescents' self-concepts were well above the
scale mid- points. Adolescents generally expressed moderate to high self-concepts about all
components in the ASK-Q Inventory.Adolescents are highly positive in physical self concept.

In study 3 he examined feeling of young adults(N=68).Feelings and self concept are

highly correlated in young adults.

It conclude that children are positive in physical self concept.There was little difference for
children in the relationship of self-concepts with gender, with only movement self-concepts being
slightly higher for boys. Adolescents are generally positive in their self-concepts and feelings.
Young adults enrolled in PDHPE degrees generally have positive feelings and self-concepts, and
have particularly high physical self-concepts.

There were only slight differences in self-concepts between the sexes for young adults
enrolled in PDHPE degrees. Self-concepts are generally positive in childhood, decline in
adolescence specific to experience, and then increase for young adults enrolled in PDHPE
degrees.[ CITATION Bra \l 1033 ]
 QTiA_A2_4423_M.Azeem Khan_LR 20.docx

19. A study of the leadership behaviour of school principals and school learningculture
in selected New South Wales State secondary schools.

This study was held to examine leadership behavior of school principals and school learning
culture in schools of south wales.They choose 180 teachers from 12 schools out of which 124
teacher able to complete questionnaires. The sample size consist of 54% female and 46% male
teachers.The questionnaire based on 42 items to measure leadership style(Transformational
Leadership, Transactional Leadership and Laissez-faire) there are also some question in
questionnaire to measure organizational outcome.They perform factor analysis uding SPSS to
determined validity of leadership model.Factors are extracted by eigenvalues greater than
1.Oblique rotation is used because factors are interrelated to each other.SPSS produced five
factor (alpha coefficients ranging from 0.60 - 0.89) These five factors were named - intrinsic
motivation for learning, favouritism, personal expectations of teaching ability, extrinsic
motivation for learning and excellence in teaching.They also perform multiple regression to
indentify teacher outcome and aspects of school learning culture. The leadership behaviours,
individual concern, passive management by exception and vision/inspiration together predicted
78% of the variance in teacher outcomes. However, individual concern is the best predictor of
teacher outcomes, accounting for 65% of the variance. The second predictor, passive
management by exception explains 11% of the variance. The third predictor, vision/inspiration
accounts for a low, but significant 2% of the variance and has a negative relationship with
teacher outcomes.

Finally, significant interactions were found between vision/inspiration and active

management by exception with intrinsic motivation for learning. This interaction suggests that
the relationship between leadership behaviour and school learning culture is more complex than
first thought. Clearly, further research is warranted.[ CITATION Con \l 1033 ]
 QTiA_A2_4423_M.Azeem Khan_LR 20.docx

20. A study of intrinsic motivation, achievement goals and study strategies of Hong Kong Chinese
secondary students

The study has been conducted to measure degree and relationship of intrinsic motivation,
achievement goals and study strategies in the students of HONG KONG.The self-report
instrument was made as questionnaire which have subscales regarding intrinsic motivation,
achievement goals and study strategies.The data was collected from 1381 students(786 boys and
595 girls).For measurement of intrinsic motivation based on three subscales(challenge, curiosity
and independent mastery).Every subscale based on 5 item consist of 6-point likert scale.
Achievement Goal Questionnaire(AGQ) was made to measure achievement goals whaich consist
of 3 subscales(mastery goals, performance-approach goals and performance-avoidance
goals)each item consist of 6-point likert scale. Two-factor Study Process Questionnaires was
made for learning strategies surface strategy and deep strategy are subscales based on 5-point
likert scale.Academic achievement was also conducted by the students. Statistical results showed
that the reliability coefficient alphas for the subscales of intrinsic motivation, achievement goals,
learning strategies ranged from .66 to .87. Except for the low reliability coefficient alpha value of
performance avoidance (r=.66), the overall alpha values were considered satisfactory and
adequate for research purposes.CFA was conducted to analyse the validity of Intrinsic
motivation and the values of factor loading showed significant value.According to deep strategy
and surface strategy it was found that the four items as grouped under deep strategy were
distinctively different from those classified as surface strategy in terms of their factor
loading.ANOVA statistics was analysed to differentiate thses variable between male and female.
The significant gender difference was found only in performance approach goal under the
trichotomous achievement goal orientations. The results shows that intrinsic motivation was
related to achievement goals, learning strategy and academic achievement. Academic
achievement showed significant relation with deep stratefy but not with surface strategy. The
results were discussed in relation to the Chinese cultural context and implications were drawn for
enhancing motivation to learn.[ CITATION LAI \l 1033 ]
 QTiA_A2_4423_M.Azeem Khan_LR 20.docx

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