Abstract :
Being the supplementary and indispensable part of general education, physical education is also the education of personality. Physical education takes an important role in the formation of general education by making the society have a healthy structure in physical, psychological, mental and social ways. The importance of physical education in general education is clear. Therefore, developing positive attitude to physical activity has been the aim of physical education lesson programs. The attitude is often pronounced concept in street, media, education, academic studies and many sections. That so much pronounced concept “the attitude” has been investigated as the research subject by many scientists and still being investigated. Person has experienced many periods since he was born. The puberty is one of these periods. The puberty may be considered as the transitional period between childhood and adulthood. The importance of adolescent’s having different behaviors and features, success, motivation, psychological situation, and personality that he creates via environment or is still searching is great. The sample of the research consisted of 299 people in all, from 9, 10 and 11 the classes of Anatolian High school in Konya during 2008-2009 teaching year. In order to determine the attitudes of the students participated in the research to physical education, Physical education lesson attitude scale, via which validity and reliability studies were done, was used (Tavşancıl 2002, Tekin 2004, Çetin 2006).In order to determine academic motivation levels of the students participated in the research ,Academic motivation scale (aims), via which validity and reliability studies were done, was used (Vallerand and friends, 1992) . Academic motivation scale consists of three sub dimensions. First sub-dimension is called intrinsic motivation. The items collected under this factor commonly include individuals’ going into action without any extrinsic effect in starting a job and doing it. The second factor is called extrinsic motivation. The items collected under this factor commonly include individuals’ many several behaviors conducted since they are tools for a final aim , not for doing the behavior itself in starting a job and doing it. The third factor is called a motivation. The items collected under this factor commonly include individuals’ not are being motivated both intrinsically and extrinsically in starting a job and doing it. When the individuals don’t perceive the relation between their actions and the results, a motivation is discussed. (Büyüköztürk 2004). The evaluation of the research data was made using t–test, One-Way ANOVA, Full-Square and Chi-Square tests for the groups independent from parametric tests due to normality tests. The error level for this study was taken as 0.05. When the attitudes of the secondary education students (attended to the research) to the physical education lesson were examined, However, statistically significant differences were observed in terms of their sex, class levels, ages, the condition of making exercise in their spare times and making regular sports in a sports club (P 0,05). After evaluating the results related to the academic motivations of the secondary education students attending to the research; any statistically significant outcome could not be determined during the comparison of the variables of taking variable of the sub-dimensions of academic motivation i.e. the extrinsic and intrinsic scores, the sex variable of intrinsic scores, the exercising in spare times variable of extrinsic scores and the sports being made in sports club in sports club variable of extrinsic and a motivation scores (P 0,05). On the other hand, the comparison of Academic Motivation scores of the students with their classes and age groups; the comparison of a motivation scores with the father’s job and preparatory course being take; the comparison of intrinsic and a motivation scores with making sports and exercise; and the comparison of intrinsic scores with making sports in a sports club were determined to be significantly different (P 0,05). A significant relationship could not be determined after comparing the A motivation (sub-dimension of Academic Motivation) scores, intrinsic and extrinsic motivation scores and the scores of the attitudes related to physical education lesson with each other (P 0,05). However, a significant relationship was obtained between the attitudes of the students to the physical education lesson and the sub-dimensions of academic motivation i.e. extrinsic and intrinsic scores (P 0, 05). In this study carried out to investigate the attitudes of secondary education students to physical education lesson and academic success motivation, while no significant difference was found between the values related to the attitudes of students participated in research to physical education lesson and the variables as number of siblings, educational status of parents, jobs of parents, income level of the family, the subjects’ attending preparatory courses; significant differences were found between the values related to the attitudes of students participated in research to physical education lesson and the variables as gender, class levels, ages, the condition of making exercise in their spare times and making regular sports in a sports club. Also, when the values related to academic motivation were examined, no significant difference was found between the variables as number of siblings, educational status of parents, jobs of parents, income level of the family and in comparison of extrinsic and intrinsic scores which are sub-dimensions of academic motivation with the variable of going to private class, in comparison of intrinsic scores with gender variable, in comparison of extrinsic scores with doing sports in spare times and in comparison of extrinsic and a motivation scores with doing sports in the club. Nonetheless, significant difference was seen in comparison of the scores related to academic motivations of the subjects with class levels, age groups, in comparison of a motivation scores with father job, attending prep courses; in comparison of intrinsic and a motivation scores with doing sports and exercises in spare times, in comparison of intrinsic scores with the variable of doing sports in a club. A motivation scores being sub-dimension of academic motivation and Intrinsic, extrinsic scores and Attitude scores related to physical education lesson were examined and no meaningful relation was found. Nonetheless, a meaningful relation was determined between the attitudes of the subjects participated in research to physical education lesson and extrinsic –intrinsic scores being sub-dimension of academic motivation. In the end of the study carried out to investigate the attitudes of secondary education students to physical education lesson and their academic success motivation, an increase was determined in academic success motivation of students having more attitude and interest to physical education. Therefore, in planning and applying academic studies of students and determining advanced targets; it is seen that the relation between the attitudes to physical education and academic success motivation affects the success. As a conclusion of this study carried out to investigate the attitudes of the secondary education students to the physical education lesson and their academic success motivations, the academic success motivations of the students having more attitude and interest to the physical education lesson increased significantly that this means there is a positive relationship between the attitudes of the students and the academic success motivation.
