An Examination of Smoking Status of Students Attending to Vocational School of Physical Education and Sports, and The Factors Effective Thereon
Main Article Content
Abstract
The aim of the present study is to examine the smoking habits of students attending to Vocational School of Physical Education and Sports.The questionnaire for eliciting information, as regards when and how smoking has begun, as developed by Colakoglu (2005) based on expert opinions was used as the data collection tool in the study. The sample of study was comprised of the students attending to Vocational School of Physical Education and Sports, BartınUniversity, and the study group was composed 100 students enrolled in the study on the basis of voluntariness. The 18-item questionnaire as utilised in the study was developed by TekinColakoglu based on expert opinoins with an aim to elicit information as regards demographic structure of students and when and how they begin smoking. Percentage and frequency distribution of data collected from replies to questionnaire items were presented and comparisons were made based on sub-variables of certain items. As a result of study, 58 percent of students participated in the study were from “22–26 years†age group, 72 percent were “Men,†56 percent were “4thClassâ€students, 47.4 percent reported to have begun smoking at “High School,†47.4 percent said they were affected by their “Friends†to begin smoking, and 68.4% they want to quit smoking.†In conclusion smoking is a bad habit and students begin smoking unwillingly by being affected by their friends. It can be concluded that educators and families should be more cautious and sensitive about smoking especially at secondary education.    Â
Â
Keywords: Smoking; Universitystudent; Vocational School of Physical Education and Sports
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
References
Agencia Nacional de Evaluación de la Calidad y Acreditación, ANECA. (2003). Libro Blanco. TÃtulo de Grado en EconomÃa y Empresa. Retrieved from ANECA: http://www.aneca.es/var/media/150292/libroblanco_economia_def.pdf.
Agencia Nacional de Evaluación de la Calidad y Acreditación, ANECA. (2007a). Los procesos de inserción laboral de los titulados universitarios en España. Retrieved from ANECA: http://www.aneca.es/content/download/10357/115911/file/publi_procesosil.pdf.
Agencia Nacional de Evaluación de la Calidad y Acreditación, ANECA (2007b). El profesional flexible en la Sociedad del Conocimiento. Informe ejecutivo. Retrieved from ANECA: www.aneca.es/media/.../informeejecutivoaneca_jornadasreflexv20.pdf.
Allen, J., Ramaekers, G., & Van Der Velden, R. (2003). La medición de las competencias de los titulados superiores. En J. Vidal-GarcÃa (Ed.), Métodos de análisis de la inserción laboral de los universitarios (pp. 31-54). Salamanca: Consejo de Coordinación Universitaria. Ministerio de Educación Cultura y Deporte.
Alonso, L. E., Fernández, C. J., & Nyssen, J. M. (2009). El debate sobre las competencias. Una investigación cualitativa en torno a la educación superior y el mercado de trabajo en España. Madrid: Agencia Nacional de Evaluación de la Calidad y Acreditación.
Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological bulletin, 103(3), 411.
Ballesteros, B., Manzano, N., & Moriano, J. A. (2004). Seguimiento y Evaluación en la UNED del Sistema de Practicas de los alumnos en empresas. Revista Electrónica de Investigación y Evaluación Educativa (RELIEVE), 7(1). Retrieved from www.uv.es/RELIEVE/V7N1/RELIEVEV7N1-1.htm.
Barnett, R. (2001). Los lÃmites de la competencia. El conocimiento, la educación superior y la sociedad. Barcelona: Gedisa.
Berné, C., Múgica, J. M., & Yagüe, M. J. (2001). The effect of variety-seeking on customer retention in services. Journal of Retailing and Consumer Services, 8(6), 335-345.
Cronbach, L.J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297-334.
Docampo, D. (2001). Educación centrada en el aprendizaje. Conferencia pronunciada en la Universidad de Granada. Retrieved from http://www.unican.es/nr/rdonlyres/e65f767e-2dcf-434a-9ca4-9fd1907931/0/doc13.pdf.
European Ministers of Education, EME. (1999). The Bologna Declaration of 19 June 1999 [PDF document]. Retrieved from European Higher Education Area web site. http://www.ehea.info/Uploads/Declarations/BOLOGNA_DECLARATION1.pdf.
Finkel, L., Parra, P., & Roquero, E. (2010). La evaluación por competencias: una propuesta metodológica para las prácticas externas de máster oficial en el área de ciencias sociales. Ponencia presentada al X Congreso Español de SociologÃa Pamplona. Retrieved from http://eprints.ucm.es/25107/.
Friedman, M.. (1946). Lange on Price Flexibility and Employment: A Metgodological Criticism. The American Economic Review, 36(4), 613–631. Retrieved from http://www.jstor.org/stable/1801726.
González, J., & Wagenaar, R. (2006). Tuning educational structures in Europe II. Universities’ contribution to the Bologna process. Bilbao: Universidad de Deusto.
Hair, J.F., Anderson, R.E., Tatham, R.L., & Black, W.C. (1998). Multivariate data analysis (5th ed.). New Jersey: Prentice Hall.
Jöreskog, K.G., & Sörbom, D. (1988). PRELIS: A program for multivariate data screning anda data summarization. A preprocessor for LISREL. Chicago: SSI, Inc.
Ley Orgánica (LO), 8/2013, de 9 de diciembre, para la mejora de la calidad educativa (BOE nº 295, de 10 de diciembre de 2013).
MartÃn, M., Rabadán, A. B., & Hernández, J. (2013). Desajustes entre formación y empleo en el ámbito de las enseñanzas técnicas universitarias: la visión de los empleadores de la Comunidad de Madrid. Revista de Educación, 360 (Enero-abril), 244-267.
Moreau, M., & Leathhwood, C. (2006). Graduates’ employment and the discourse of employability: a critical analysis. Journal of Education and Work, 19(4), 305-324.
Nunnally, J.C. (1978). Psychometric theory. New York: McGraw-Hill.
Periañez, I., Luengo, M. J., Pando, J., De la Peña, J. I., & Villaba M. J. (2010). Competencias demandas en los nuevos economistas. Revista de Educación en Contabilidad, Finanzas y Administración de Empresas, 1(1), 59-77.
Real Decreto (RD), 1393/2007, de 29 de octubre, por el que se establece la ordenación de las enseñanzas universitarias oficiales (BOE nº 260, de 30 de octubre de 2007).
Schomburg, H., & Teichler, U. (2006). Higher education and graduate employment in Europe: Results from graduate surveys from twelve countries. Holanda: Springer.
Teichler, U. (2001). Presentación global del Estudio Educación Universitaria y Empleo de los Graduados en Europa. Principales resultados. En A. Sáenz (Ed.), En torno al trabajo universitario. Reflexiones y datos (pp. 123-136). Madrid: Consejo de Coordinación Universitaria. Ministerio de Educación Cultura y Deporte.