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All Journal Indonesian Journal of Education Methods Development Jurnal Pendidikan Olahraga
Ghyaidh, Hussein Rashid
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Education Social Sciences Other

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Journal : Indonesian Journal of Education Methods Development

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Educational Behavior and Burnout Relationship among Physical Education Teachers: Hubungan antara Perilaku Pendidikan dan Kelelahan pada Guru Pendidikan Jasmani Ghyaidh, Hussein Rashid
Indonesian Journal of Education Methods Development Vol. 20 No. 4 (2025): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i4.964

Abstract

Background: Teacher burnout has become a growing concern, particularly in the field of physical education, where instructional and psychological demands are high. Specific Background: Educational behavior plays a crucial role in shaping teachers’ professional satisfaction and resilience. Knowledge Gap: However, limited research has explored how educational behavior relates to burnout, especially when examined through gender and years of service as moderating variables. Aims: This study aimed to determine the relationship between educational behavior and burnout among physical education teachers according to gender and years of service. Results: Findings revealed a significant inverse relationship between educational behavior and burnout, while gender and years of service showed no significant differences in educational behavior levels. Novelty: The study contributes new insights by contextualizing educational behavior as a psychological factor influencing teacher burnout in physical education. Implications: The results highlight the need for professional support programs that enhance positive educational behaviors and reduce burnout risk among teachers. Highlights:• The study identifies a negative correlation between educational behavior and burnout.• Gender and years of service showed no significant impact on educational behavior.• The research underscores the importance of professional development for teachers. Keywords:Educational Behavior, Burnout, Gender, Years of Service, Physical Education
Cognitive motivation and its relationship to cognitive abilities according to Bloom's Taxonomy of Educational Philosophy in the subject of Sports Psychology among students of the College of Physical Education and Sports Sciences / Al-Qadisiyah University: Motivasi kognitif dan hubungannya dengan kemampuan kognitif berdasarkan Taksonomi Filsafat Pendidikan Bloom dalam mata kuliah Psikologi Olahraga di kalangan mahasiswa Fakultas Pendidikan Jasmani dan Ilmu Olahraga / Universitas Al-Qadisiyah Ghyaidh, Hussein Rashid
Indonesian Journal of Education Methods Development Vol. 21 No. 2 (2026): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i2.1055

Abstract

General Background: Cognitive motivation plays a central role in shaping students’ engagement and learning outcomes within educational environments. Specific Background: In educational psychology, measuring cognitive motivation is essential for understanding how students think, learn, and respond to instructional strategies. Knowledge Gap: Despite extensive theoretical discussions, there is still a need for structured measurement approaches that capture cognitive motivation accurately within specific student populations. Aims: This study aims to measure cognitive motivation among students and examine its characteristics using established psychological assessment methods. Results: The findings indicate that cognitive motivation can be systematically assessed through validated instruments, revealing variations in students’ levels and patterns of engagement in learning activities. The analysis highlights meaningful differences in responses, reflecting diverse cognitive tendencies among participants. Novelty: The study applies structured measurement tools within a defined educational context, providing empirical insight into cognitive motivation assessment. Implications: The results contribute to educational practice by offering a basis for improving instructional strategies and supporting student learning through a better understanding of motivational factors. Keywords: Cognitive Motivation, Educational Psychology, Student Assessment, Learning Behavior, Psychological Measurement Key Findings Highlights Measurement framework identifies variation in student engagement patterns Assessment results show distinct motivational tendencies across participants Findings support structured evaluation in academic settings
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