«Repetência» by Portuguese school children in relation to their self-perception and self-evaluation

1990 ◽  
Vol 5 (3) ◽  
pp. 327-335 ◽  
Author(s):  
William Peter Robinson ◽  
Carol Ann Tayler ◽  
Maria da Luz Correia
Keyword(s):  
School Children ◽  
Self Perception ◽  
Self Evaluation

scholarly journals Self-Esteem Development Through the Physical: In Search of the Theoretical Underpinning

2002 ◽  
Vol 8 (1) ◽  
pp. 45-52
Author(s):  
Edward Wah CHOW
Keyword(s):  
Physical Education ◽  
School Children ◽  
Cognitive Model ◽  
Self Esteem ◽  
Self Determination ◽  
English Abstract ◽  
Self Perception ◽  
Physical Competence ◽  
Theoretical Underpinning ◽  
Self Evaluation

LANGUAGE NOTE | Document text in English; abstract also in Chinese.School physical education is potentially able to help school children develop positive self-esteem because it provides the contexts for fulfilling the innate need for effectance, optimal challenges, and self-determination. In this paper, self-esteem was conceptualized to be multidimensional and hierarchical with its development following a bottom-up cognitive model. It was suggested that self-esteem development is self-directed in that, firstly, actual physical competence does not directly affect self-esteem but is subjectively interpreted and received to become physical self-perception that in turn affects self-esteem, and secondly, different individuals may adopt different conceptions of success and thus hold different standards for self-evaluation. Hence, the relevance of achievement orientations to selfesteem development through the physical was also discussed.學校體育提供機會，讓學童提升效能、挑戰自我、發揮自決、從而滿足其本能需要，具提升自尊之潛力。本文指出自尊屬多度向、多層級、具自我調控之心理結構。通過個人主觀的理解和認受，一切身體能力先要轉化成身體自我觀，然後才影響自尊。本文亦指出，不同人對所謂成功有不同理解，並因而採用不同標準評價自己；同時，目標取向與提升自尊的關係亦為本文之討論重點。

Excess body weight and abdominal obesity in relation to selected psychosocial characteristics in primary school children

2019 ◽  
Vol 50 (4) ◽  
pp. 739-750
Author(s):  
Ioannis Vassiloudis ◽  
Vassiliki Costarelli
Keyword(s):  
Body Weight ◽  
Abdominal Obesity ◽  
School Children ◽  
Self Esteem ◽  
Primary School Children ◽  
Excess Body Weight ◽  
Self Perception ◽  
Psychosocial Characteristics ◽  
Content Type ◽  
Anxiety Levels

Purpose The purpose of this paper is to investigate excess body weight and abdominal obesity in relation to selected psychosocial characteristics such as self-perception, self-esteem and anxiety, in primary school children. Design/methodology/approach A school-based cross-sectional study was conducted with a total of 528 students 10-12 years of age, randomly selected, from the area of Athens, Greece. The Greek versions of the self-perception profile for children (SPPC) and the state-trait anxiety inventory for children (STAI-C) questionnaires have been used to determine the children’s self-perception/self-esteem and the status of anxiety, respectively. Standard anthropometric measurements were also taken. Pearson correlation coefficient was used to test for possible linear correlations between data variables. One-way ANOVA and independent t-test were used to determine statistically significant differences between the means of children’s body mass index (BMI) – abdominal obesity groups. For multiple comparisons, Bonferroni post-tests were run. Findings Overweight and obese children and children with abdominal obesity had lower scores in all of the domains of SPPC self-perception, the SPPC global self-esteem and the STAI-C anxiety levels in comparison to normal weight children. BMI and abdominal obesity correlated negatively with each one of the five domains of the SPPC self-perception (p < 0.001) and the SPPC global self-esteem (p < 0.001) and positively with the STAI-C anxiety levels (p < 0.005). One-way ANOVA and independent t-test revealed statistically significant differences between the means of children’s BMI and abdominal obesity groups in all the domains of SPPC self-perception (p < 0.001), the SPPC global self-esteem (p < 0.001) and the STAI-C anxiety levels (p < 0.005). There were no gender differences in the psychometric characteristics assessed in this study. Originality/value Primary school children with excess body weight and abdominal obesity have increased anxiety levels and they score lower in key psychosocial characteristics, in comparison to normal weight children.

scholarly journals Emotional intelligence and self-perception in adolescents

2018 ◽  
Vol 14 (3) ◽  
pp. 632-643 ◽  
Author(s):  
Alejandra Daniela Calero ◽  
Juan Pablo Barreyro ◽  
Irene Injoque-Ricle
Keyword(s):  
Emotional Intelligence ◽  
Linear Regression ◽  
Linear Regression Analysis ◽  
Self Esteem ◽  
Self Perception ◽  
Negative Experiences ◽  
Self Evaluation ◽  
Mood Repair ◽  
Positive Correlations ◽  
The Relationship

Emotional intelligence includes self-perception regarding attention to feelings, clarity of feelings and mood repair. The aim of this work is to study the relationship between emotional intelligence, self-concept, and self-esteem. The sample included 137 adolescents from Buenos Aires City, that attended middle school, with a mean age of 13.12 years old (SD = 1.79). Correlation analysis and linear regression analysis were performed. Results showed significant positive correlations between self-esteem and clarity of feelings on the complete sample and the female subsample, and between mood repair and self-esteem on the male subsample. The linear regression analyses showed results on the same line. It´s concluded that positive self-evaluation regarding emotions, emotion comprehension and recovery can minimize the effect of negative experiences.

Redoublement in relation to self perception and self evaluation: France

1992 ◽  
Vol 47 (1) ◽  
pp. 64-75 ◽  
Author(s):  
W. P. Robinson ◽  
C. A. Tayler ◽  
M. Piolat
Keyword(s):  
Self Perception ◽  
Self Evaluation

Can upper limb taping or exercises improve hand function, writing speed and self-perception of performance in adolescent school children?

2018 ◽  
Vol 0 (0) ◽  
Author(s):  
Hiba Memon ◽  
Apurv Shimpi ◽  
Ashok Shyam ◽  
Parag Sancheti
Keyword(s):  
Grip Strength ◽  
School Children ◽  
Hand Function ◽  
Group Analysis ◽  
Performance Measure ◽  
Pinch Strength ◽  
Self Perception ◽  
Urban City ◽  
Significant Difference ◽  
Non Parametric

Abstract Background The majority of students spend time in writing, which is a prime performance measure in examinations. Enhancement in handwriting should benefit students to attain better academic performance. Objective To assess the effectiveness of taping and exercises on hand function, writing speed, self-perception of writing and to compare these techniques. Methods A randomized control trial was conducted using cluster sampling in adolescent children across four schools in an urban city. A 4-week intervention study was conducted on 123 students divided into taping, exercise and control groups. Outcome measures were grip strength, pinch strength, 12-min writing speed test and the Writer Self-Perception Scale (WSPS). For intra-group analysis, a paired t-test was used for parametric values and the Wilcoxon signed rank test was used for non-parametric values. For inter-group analysis, one-way analysis of variance (ANOVA) for parametric values and the Kruskal-Wallis test for non-parametric values was used. Results The taping group showed a significant improvement in grip strength (1.79 kg; p = 0.00), pinch strength [1.67 lb (757.4 g); p = 0.00] and writing speed (39.77 words/12 min; p = 0.00). The exercise group showed significant improvement in grip strength (2.09 kg; p = 0.00), pinch strength (1.28 lb; p = 0.00), writing speed (28.38 words/12 min; p = 0.00). In the control group, there was a significant increase in pinch strength (1.023 lb; p = 0.01) and writing speed (12.94 words/12 min; p = 0.02). Inter-group analysis showed significant difference in writing speed (p = 0.002) and grip strength (p = 0.00). There was no significant difference in perception (p = 0.071). Conclusion Taping and exercise are equally effective for enhancement of hand function, writing speed and self-perception in adolescent school children.

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