Aim : The purpose of this study was to investigate whether there is a relationship between students' attitudes towards physical education course and belonging to school. Material and Methods: Research group comprised of 589 (51.5%) males and 555 (48.5%) female students in secondary schools of Malatya province. 250 (21.9%) of the students were 5th grade, 219 (19.1%) were 6th grade, 387 (33.8%) were 7th grade and 288 (25%) 2) 8th grade students. School Belonging Scale and Attitude scale to Physical Education course were used as a quantitative data collection tool. Pearson correlation test, simple and multiple regression analyses were used to statistical analysis. Significance level was accepted as p<.05. Results: It was found that there were significant positive correlations in the all sub-domains of attitude and school belonging dimensions to physical education course (p < .05). Regression analyses revealed that the attitudes of students to physical education course predicted school belonging by 11% and students' attitudes towards physical education course predicted school belonging by 10% (p < . 05). Conclusion: As a result, students' attitudes towards physical education course increase, their belonging to school increases. In order to increase students' attitudes towards physical education course, it is possible to plan the content and structure of the course in a more fun way.

中文翻译：

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对体育课程态度与学校归属关系的调查

目的：本研究的目的是调查学生对体育课程的态度与所属学校之间是否存在关系。材料和方法：研究组由马拉蒂亚省中学的589名（51.5％）男生和555（48.5％）名女学生组成。五年级的学生有250（21.9％），六年级的学生是219（19.1％），七年级的学生是387（33.8％），二年级的学生是288（25％）2）。学校归属感量表和体育态度量表被用作定量数据收集工具。使用Pearson相关检验，简单多元回归分析进行统计分析。接受的显着性水平为p <.05。结果：研究发现，在态度和学校所属维度的所有子领域中，体育课程的相关性均显着正相关（p <.05）。回归分析显示，学生对体育课程的态度预测学校归属为11％，学生对体育课程的态度预测学校归属为10％（p <。05）。结论：结果，学生对体育课程的态度增加了，他们对学校的归属也增加了。为了提高学生对体育课程的态度，可以以一种更加有趣的方式来计划课程的内容和结构。回归分析显示，学生对体育课程的态度预测学校归属为11％，学生对体育课程的态度预测学校归属为10％（p <。05）。结论：结果，学生对体育课程的态度增加了，他们对学校的归属也增加了。为了提高学生对体育课程的态度，可以以一种更加有趣的方式来计划课程的内容和结构。回归分析显示，学生对体育课程的态度预测学校归属为11％，学生对体育课程的态度预测学校归属为10％（p <。05）。结论：结果，学生对体育课程的态度增加了，他们对学校的归属也增加了。为了提高学生对体育课程的态度，可以以一种更加有趣的方式来计划课程的内容和结构。