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European Journal of Education Studies ISSN: 2501 - 1111 ISSN-L: 2501 - 1111 Available on-line at: www.oapub.org/edu 10.5281/zenodo.59800 Volume 2│Issue 2│2016 THE EVALUATION OF THE UNIVERSITY STUDENTS PATRIOTISM LEVELS ACCORDING TO GENDER, AGE, FAMILY STRUCTURE AND SPORTS ACTIVITIES Mustafa Bas School of Physical Education and Sport, Karadeniz Technical University, Trabzon, Turkey Abstract: The degree of an individual patriotism is expected to influence his social duty performance and responsibility. So, it is a requirement to determine the factors effective on patriotism. So 555 students (F=307 n, M=248 n; M= 21 yrs) from Atatürk University participated in this study. Patriotism “ttitude Scale P“S developed by Yazıcı was used to obtain the data. Data was analysed by In-depended T test and one way ANOVA at P=0.05 level. The results showed that there is a significantly difference between gender, family structure and performance level of sportive activities and the degree of patriotism attitude. There was not significantly difference between age and patriotism. The means of constructive patriotism (CP), subscale of PAS, among sport performing students are higher than sedentary subjects. Performance of sport activities has favourable effects on patriotism level. Sport activities have positive effects on the physical, social and cognitive development of students Keywords: patriotism, sports activities, family structure 1. Introduction Patriotism has always been the conflicting point of liberal congregant politic philosophers. Some congregant thinkers define patriotism as a virtue, responsibility or necessity while some of liberal thinkers bear the view relying on universal justice principle that patriotism is not the representative of moral values Yazıcı, . Fiedrich Ludwing, founder of gymnastic school in Germany (1811-1819), stated that sports (gymnastics) are not simply a physical activity but also a tool to contribute to Copyright © The Author(s). All Rights Reserved Published by Open Access Publishing Group ©2015. 34 Mustafa Bas THE EVALUATION OF THE UNIVERSITY STUDENTS PATRIOTISM LEVELS ACCORDING TO GENDER, AGE, FAMILY STRUCTURE AND SPORTS ACTIVITIES the free education and patriot people. Such a thought was spread from Germany to whole Europe Mirzeoğlu, . Patriotism has two main aspects. Blind patriotism represents a dependence type requiring the adoption of policies and activities of the country where patriot lives without questioning and is characterised by an unquestioned loyalty (Schatz, et al., . Constructive patriotism requires people to dismiss the society’s policies and activities when they witness a condition where people betray basic principles of society and principle humanistic values (Schatz, et al., 1999). Social psychologists evaluate patriotism in the scope of individuals’ relationship with society. “ccording to the most common definition, patriotism can be defined to be the dependence of group members on their own territory (Bar-Tal and Staub, 1997). Patriotism is individuals’ sense of closeness towards his/her nation. Such a sense is the combination of past experiences, present perception and expectation from future (Ben, 2007). In Ottoman policy, a patriotic understanding tried to be constructed among different ethnical and religion groups in order to increase the common shares and wishes to live together. Namık Kemal proposed an education system open to everyone by advocating that the political rights of all people should be guaranteed in order to realize a union. According to Kemal, such a union can best be improved by people sitting at the same desk side by side (Mardin, 2008). It can be stated that increased patriotism level of societies and individuals are the important factor for the development of both individuals and societies. Individuals will gain the opportunity to develop themselves from every aspect in a patriotism consciousness by supplying benefits to them, society and homeland. Sport has psychological–social effects on individuals and societies. Such effects include love, share, claim deserved rights, being fair, race and competence, obey the rules, accepting results from winning or losing, participating in new social media and setting up new friendships and taking pleasure Doğan, . Sport is an effective factor on the formation of individual characteristics and socialisation process. Therefore, sports may contribute to an individual in social harmonisation and ensure psychological and physical development of people. Sportive activities are not only the physical occupations but also socialisation and harmonisation to social environment Fişe, Karas(leymanoğlu, Özt(rk, Marris and and Ross, . Positive mental, psychological and physical effects of sports may have benefits for themselves and society Tozoğlu et al., 2013). Sport is effective on the development of individual and social relationships and plays important roles in the improvement of the characteristics of society. Sports also helps individuals behave in harmony with society and secure their psychological and physical health (Yetim, 2014). It can be seen European Journal of Education Studies - Volume 2 │ Issue 2 │ 2016 35 Mustafa Bas THE EVALUATION OF THE UNIVERSITY STUDENTS PATRIOTISM LEVELS ACCORDING TO GENDER, AGE, FAMILY STRUCTURE AND SPORTS ACTIVITIES in the light of definitions and expressions that consciousness of patriotism is an important component in the development of individuals and societies. It is thought that it has favourable effects on individuals and societies. Also, sports may positively affect patriotism sense of people. The aim of present study is to investigate the effect of the variables of gender, age, family structure and sports on patriotism attitude level (PAL) among Faculty Education students of Atatürk University. Materials and Method PAS is composed of 20 items, however item 13 was removed from the scale after the validity and confidence test leaving 19 items behind in the study. The scale (PAS), which is five – point Likert type scale, determined participants’ responses justice to be I absolutely disagree , I disagree , I am unstable , I agree , I absolutely, agree (5). The scale includes 2 subscales; blind patriotism (1.2.3.4.5.6.7.8.9.10.11.12) and constructive patriotism (14.15.16.17.18.19). The reliability of the scale was 0.76 and 0.77 for blind patriotism and constructive patriotism. 555 university students (F=307 n, M=248 n; M=21 yrs) from Atatürk University participated in the study. Data obtained by PAS were analysed by SPSS version 21 and Independent T-test, variance analysis and one way ANOVA. Within consistency coefficients of the scale were found to be 0.80 and 0.90 for blind patriotism and constructive patriotism respectively, while 0.88 was for whole scale. Results Table 1 represents demographic characteristics of participants and Table 2 gives the frequency distributions of their sportive activity performance level. Table 3, 6 and 7 present the results of Independent T test conducted for the determination of the relationship of the values obtained from PAS with the variables of gender, sportive activity and the type of sportive activity. Statistical results of one way ANOVA analysis are given in Table 4, 5, 8 and related to the variables of age, family structure, the time of sport activity in a week and the reason for starting sport. European Journal of Education Studies - Volume 2 │ Issue 2 │ 2016 36 Mustafa Bas THE EVALUATION OF THE UNIVERSITY STUDENTS PATRIOTISM LEVELS ACCORDING TO GENDER, AGE, FAMILY STRUCTURE AND SPORTS ACTIVITIES Table 1: Demographic characteristics of the participants Demographic characteristics Gender N Female 307 55.3 Male 248 44.7 Total 555 100.0 47 8.5 20 to 22 294 53.0 23 and above 214 38.6 27 4.9 Single 528 95.1 Core family 432 77.8 Big family 109 19.6 14 2.5 Minimum wage and below 371 66.8 1000-2000 TL 121 21.8 2001-3000 TL 49 8.8 3001 and above 14 2.5 19 and below Age group Married Marital status Family structure Broken family Monthly income % Table 2: Sportive performance of the participants Sportive performance Do you perform a sportive activity? Type of sportive activity N % Yes 311 56.0 No 244 44.0 Total 555 100.0 Collective 168 30.3 Individual 142 25.6 245 44.1 45 8.1 2 to 4 hours 113 20.4 5 to 7 hours 76 13.7 8 hours and longer 77 13.9 244 44.0 35 6.3 260 46.8 16 2.9 244 44.0 I perform no sportive activity. 1 hour and shorter How many hours do you perform a sportive activity a week? Never Family’s wish Individual’s wish Reason to start sports Social media I perform no sportive activity European Journal of Education Studies - Volume 2 │ Issue 2 │ 2016 37 Mustafa Bas THE EVALUATION OF THE UNIVERSITY STUDENTS PATRIOTISM LEVELS ACCORDING TO GENDER, AGE, FAMILY STRUCTURE AND SPORTS ACTIVITIES Table 3: Mean and SD of participants’ scores received for subscales of P“S Patriotism attitude level Constructive patriotism Blind patriotism Gender N X SD T P Female 307 41.89 7.655 1.96 .000 Male 248 40.35 10.80 1.89 Female 307 30.13 4.533 4.26 Male 248 27.90 7.623 4.05 .000 As Table 3 shows there is a statistically significant difference between gender and the mean score of the subscale of PAS. Mean scores of female students received for the subscales of constructive patriotism and blind patriotism are higher than male students. Table 4: Mean One way ANOVA Patriotism attitude level Age N 19 and below Constructive patriotism SD 47 41.23 6.68 20 to 22 294 40.58 8.81 23 and above 214 42.05 10.16 Total 555 41.20 9.22 47 29.55 4.73 20 to 22 294 28.85 6.35 23 and above 214 29.44 6.28 Total 555 29.13 6.20 19 and below Blind patriotism X T P 1.570 .077 .681 .507 As Table 4 shows there is no significantly significant difference between age and the mean score of the subscale of PAS. However, mean scores of students in the age groups of 23 and above are higher than other groups. Table 5: Mean scores and SD of students with different family structures for subscales of PAS Patriotism attitude level Constructive patriotism Blind patriotism Family structure N X Core family 432 41.7 8.68 Big family 109 39.14 11.01 14 40.07 8.25 Total 555 41.20 9.22 Core family 432 29.67 5.42 Big family 109 27.26 8.35 14 27.28 6.50 555 29.13 6.20 Broken family Broken family Total European Journal of Education Studies - Volume 2 │ Issue 2 │ 2016 SD T P 3.643 .001 7.345 .000 38 Mustafa Bas THE EVALUATION OF THE UNIVERSITY STUDENTS PATRIOTISM LEVELS ACCORDING TO GENDER, AGE, FAMILY STRUCTURE AND SPORTS ACTIVITIES As Table 5 shows, there is a significantly difference between family structure and the mean score of the subscale of PAS. Mean scores of students with core family were found to be higher than those with other two family structures in both constructive patriotism and blind patriotism. Table 6: Mean and SD of participants’ scores performing and not performing sports Patriotism attitude level Constructive patriotism Blind patriotism Performance of sports N X SD T Yes 311 42.54 9.071 3.91 No 244 39.49 9.144 3.48 Yes 311 29.40 5.978 .930 No 244 28.79 6.477 1.456 P .000 .248 As Table 6 shows there is a significantly difference between sport performance and the mean score of the constructive patriotism, subscale of PA. Mean scores of students performing sportive activities were found to be higher than those not. However, there was no significantly difference between mean scores of blind patriotism. Table 7: Mean and SD of participants’ scores performing individual and collective sports Patriotism attitude level Constructive patriotism Blind patriotism Type of sportive activity N X SD T Collective 168 43.11 10.36 1.262 Individual 142 41.80 7.215 1.299 Collective 168 28.60 6.776 -2.559 Individual 142 30.33 4.733 -2.634 P .001 .001 As Table 7 shows, there is a significantly difference between the types of sports and the mean score of the constructive patriotism, subscale of PAS. Students performing collective sportive activities were found to receive higher mean scores of constructive patriotism than those performing individual activities. However, mean scores of the students performing individual sports were found to be higher than those performing individual sports in blind patriotism. European Journal of Education Studies - Volume 2 │ Issue 2 │ 2016 39 Mustafa Bas THE EVALUATION OF THE UNIVERSITY STUDENTS PATRIOTISM LEVELS ACCORDING TO GENDER, AGE, FAMILY STRUCTURE AND SPORTS ACTIVITIES Table 8: Mean and SD of participants’ scores received for weekly sport time and subscales of PAS Patriotism attitude level Weekly time for sports 1 hour and shorter Constructive patriotism X SD 45 40.11 7.37 2 to 4 hours 113 44.22 8.62 5 to 7 hours 76 41.78 11.60 8 hours and above 77 42.25 7.28 Not performing sports 244 39.49 9.14 Total 555 41.20 9.22 45 27.91 5.84 2 to 4 hours 113 30.28 5.16 5 to 7 hours 76 28.81 7.87 8 hours and above 77 29.58 4.75 Not performing sports 244 28.79 6.47 Total 555 29.13 6.20 1 hour and shorter Blind patriotism N T P 5.800 .000 1.749 .138 As Table 8 shows, there is significantly difference between length of the weekly time students spend for sports and the mean score of the constructive patriotism, subscale of PAS. Students performing sportive activities for 2 to 4 hours weekly were found to receive higher mean scores than those others and sedentary ones. Table 9: Mean and SD of participants’ scores students received for the reason of starting sports Patriotism attitude level Reason for starting sports X SD 35 47.65 7.92 260 41.67 9.01 16 45.50 8.46 Not performing sports 244 39.49 9.14 Total 555 41.20 9.22 35 30.94 3.62 260 29.13 6.30 16 30.56 3.68 Not performing sports 244 28.79 6.47 Total 555 29.13 6.20 Family’s wish My wish Constructive patriotism Social media Family’s wish My wish Blind patriotism Social media N T P 10.394 .000 1.521 .000 As Table 9 shows, there is significantly difference between the reasons of starting sports and the mean score of the subscales of PAS. Students starting sports due to their families were found to receive higher mean scores in constructive patriotism and blind patriotism than those starting by themselves, social media and not performing sports. European Journal of Education Studies - Volume 2 │ Issue 2 │ 2016 40 Mustafa Bas THE EVALUATION OF THE UNIVERSITY STUDENTS PATRIOTISM LEVELS ACCORDING TO GENDER, AGE, FAMILY STRUCTURE AND SPORTS ACTIVITIES Discussion The aim of this study was to find relationship between sportive habits, demographic characteristics and patriotism attitudes of university students. It was determined that the mean PAS scores of female and male students were different at the significance level of P=0.05. Mean scores of female students received for the subscales of constructive patriotism and blind patriotism are higher than male students. Mousavi and Roshan (2010) stated patriotic identity differentiated in favour of females whereas Lay and Purta (2001) reported males are more patriotic in USA and Russia. Tartakovsky concluded males’ sense more powerful identity towards their country (Mousavi, Androshan, 2010, Lay and Purta, 2001, Tartakovsky, 2010). There was no-statistically significant difference between age and the mean score of the subscale of PAS. Mean scores of students in the age groups of 23 and above were determined to be higher than those in the groups of 19 and below and 20 to 22. There was significantly difference between family structure and the mean score of the subscale of PAS. Mean scores of students with core family were found to be higher than with two family structures in both constructive patriotism and blind patriotism. There was significantly difference between the students’ performance of sportive activities and the mean score of the constructive patriotism, subscale of PAS. The students performing sportive activities were found to receive higher PAS scores than sedentary ones. There was significantly difference between the types of sports (collective and individual) and the mean subscale scores of PAS. Students performing collective sportive activities were found to receive higher mean scores of constructive patriotism than those performing individual activities. However, mean scores of the students performing individual sports were found to be higher than those performing individual sports in blind patriotism. There was significantly difference between the length of the weekly time spending for sports and the mean score of the constructive patriotism. Students performing sportive activities for 2 to 4 hours weekly were found to receive higher mean scores than others and sedentary ones. It was reported that there is significantly difference between the reasons of start sport by participants and the subscale of patriotism attitude. There was significantly difference between the reasons of starting sports and the mean score of the subscales of PAS. Students starting sports due to their families were found to receive higher mean scores in constructive patriotism and blind patriotism than those starting by themselves, social media and sedentary ones. According to Yetim (2014), the aim of sport is to develop individuals and society morally and socially, enable them to perceive at the highest level the concepts of nation and motherland and bring up European Journal of Education Studies - Volume 2 │ Issue 2 │ 2016 41 Mustafa Bas THE EVALUATION OF THE UNIVERSITY STUDENTS PATRIOTISM LEVELS ACCORDING TO GENDER, AGE, FAMILY STRUCTURE AND SPORTS ACTIVITIES individuals who are aware of their responsibility against society, have common sense and adopt the concept of national unity (Yetim, 2014). Similar and supporting results with the mentioned ones can also be seen in the present study implying that the individuals performing sportive activities reflect the sense of patriotism at higher levels. It may be suggested when favourable effects of sportive activities on university students’ level of patriotism are considered that students should be encouraged to perform sportive activities in their educational processes. It is vitally important to determine different variables thought to be effective on patriotism and carry out different studies to make contributions to the development of societies. References 1. Bar-Tal, D., & Staub, E. (1997). Introduction: patriotism: its scope and meaning, Patriotism in The Lives of Individuals and Nations (Ed. Bar-Tal, D. & Staub, E.), Nelson-Hall Publishers; Chicago, s. 1-19 2. Ben, S. (2007). Civic virtue out of necessity patriotism and democratic education, Theory and Research in Education, 5(1), s. 41–59. 3. Doğan, O. . Spor Psikolojisi Ders Kitabı. Sivas Cumhuriyet Üniversitesi Yayınları 1. 97 4. Karas(leymanoğlu, “. . Yeni ”oyutlarıyla Spor. . ”askı . Engin Yayınları. Ankara. 5. Lay, J.C., & Purta, J.T. (2001). russian and american Patriotismand political participation among adolescents. Available at Web: http://www.bsos.umd.edu/gvpt . Spor ”ilimine Giriş, SporYayınevive Kitab evi, Ankara, s.27. 6. Mirzeoğlu, N. 7. Mardin, Ş. . Yeni Osmanlı D(ş(ncesinin Doğuşu, İletişimYayınları İstanbul 366. 8. Marris, M.., & Ross, W. (1976). Quines book of Olympic records, Bamdam books, Newyork, s. 17. 9. Mousavi, R., & Androshan, R. . Investigating different aspects of ıdentity amongthe students of tehran universities: the role of sex differences. Procedia social and behavioral sciences, 5, 1884–1889. 10. Özt(rk, Ü. . Orta Dereceli Okullarda ”eden Eğitimi. . ”askı . Kayı Yayıncılık. İstanbul. European Journal of Education Studies - Volume 2 │ Issue 2 │ 2016 42 Mustafa Bas THE EVALUATION OF THE UNIVERSITY STUDENTS PATRIOTISM LEVELS ACCORDING TO GENDER, AGE, FAMILY STRUCTURE AND SPORTS ACTIVITIES 11. Schatz, R.T., Staub, E., & Lavine, H.(1999). On the varieties of national attachment: Bilind versus constructive patriotisim. Political Psychology, 20(1), 151174). 12. Tartakovsky, E. . National ıdentity of high-school adolescents in an era of socio-economic change: Russia and Ukraine in the post-perestroika period. Journal of youth and adolescence, Available at www.pubget.com 13. Tozoğlu, E., ”ayraktar, G., Özt(rk, M.E., & Doğar, “.V. . The Effect Of Sportıng Habıts “nd Dıfferent Varıables On Self-Esteem Of Polıce Offıcers, Journal of Education and Practice, 4(27). 14. Yazıcı, F. (2009). Patriotism Eğitimi Sosyal Bilgilerve Tarih Öğretmenliğinin Tutumve “lgılarına Yönelik Bir Çalışma Tokat İli Örneği , Yayınlanmamış Yüksek Lisans Tezi, Tokat Gaziosmanpaşa Üniversitesi. 15. Yazıcı, S., & Yazıcı, F. . Patriotism Tutum Ölçeğinin Geçerlilikve Güvenirlilik Çalışması, Uluslararası İnsan Bilimleri Dergisi, 7 (2), 901-918. 16. Yetim, A. (2014). Sosyolojive Spor, Berikan Yayınevi, 6. 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