Self-Concept and Motor Performance of Hearing Impaired Boys and Girls

1988 ◽  
Vol 5 (4) ◽  
pp. 293-304 ◽  
Author(s):  
Chris Hopper
Keyword(s):  
Pilot Study ◽  
Motor Performance ◽  
Social Acceptance ◽  
Physical Appearance ◽  
Hearing Impaired ◽  
Self Concept ◽  
Athletic Competence ◽  
Self Worth ◽  
Long Jump ◽  
School For The Deaf

This pilot study examined self-concept and motor performance of hearing impaired boys and girls, ages 10 to 14. Subjects were 32 students from the Washington State School for the Deaf in Vancouver. Self-concept was measured using the Harter Self-Perception Profile consisting of six subscales: scholastic competence, social acceptance, athletic competence, physical appearance, behavioral conduct, and global self-worth. Motor performance was assessed with the 9-min run, sit-ups, sit and reach, Bass stick test, long jump, shuttle run, and catching a ball. Results of this pilot study indicated that students scored highest in the scholastic domain and lowest in the social acceptance domain. The physical appearance scale was most related to global self-worth. Those students who viewed themselves as athletically capable did best in the 9-min run. Girls scored higher than boys in athletic competence, physical appearance, and social acceptance domains.

Assessment of Hearing-Impaired Athletes' Anxiety and Self-Perceptions

1997 ◽  
Vol 85 (2) ◽  
pp. 491-496 ◽  
Author(s):  
Thomas A. Eidson
Keyword(s):  
Achievement Motivation ◽  
Trait Anxiety ◽  
State Anxiety ◽  
Social Acceptance ◽  
Hearing Impaired ◽  
Basketball Players ◽  
Self Confidence ◽  
Athletic Competence ◽  
Sport Competition ◽  
Self Worth

70 hearing-impaired basketball players participating in a national basketball tournament completed Neeman and Harter's Self-perception Profile examining their feelings of social acceptance, athletic competence, and global self-worth. In addition, players completed the Sport Competition Anxiety Test for trait anxiety and the Competitive State Anxiety Inventory evaluating their cognitive and somatic anxiety as well as their feelings of self-confidence. Correlations indicated an inverse relationship for subjects' ratings of athletic competence with their scores on trait anxiety and rated cognitive and somatic state anxiety. The correlation between rated self-worth and the subjects' feelings of confidence was low and positive. Results are discussed in relation to achievement-motivation theory.

The Effects of Social Support and School Placement on the Self—Concept of LD Students

1988 ◽  
Vol 11 (2) ◽  
pp. 115-124 ◽  
Author(s):  
Ellice Ann Forman
Keyword(s):  
Social Support ◽  
Learning Disabled ◽  
The Self ◽  
Self Report ◽  
Self Concept ◽  
Future Research ◽  
Athletic Competence ◽  
School Placement ◽  
Self Worth ◽  
Resource Rooms

The effects of two types of environmental influences on the self-concept of LD students were examined: social support and school placement. The 51 children and adolescents who participated in the study were receiving LD services in self-contained classes or resource rooms, or had been diagnosed as learning disabled but were not yet receiving services. Social support and self-concept were assessed using two self-report measures developed by Harter (1985). Students with higher levels of perceived social support were found to score higher in general self-worth, athletic competence, scholastic competence, and behavioral conduct than students with fewer social supports. In addition, support from classmates was the most important predictor of high self-concept. School placement was not found to be related to self-concept. The findings of this study suggest that future research needs to examine the social contextual factors that may foster positive self-concepts in LD students.

scholarly journals SELF-PERCEPTION OF COMPETENCE IN CHILDREN FROM SOCIALLY VULNERABLE CONTEXTS, ASSISTED AND UNASSISTED BY SOCIAL SPORTS PROJECTS

2015 ◽  
Vol 25 (3) ◽  
pp. 271 ◽  
Author(s):  
Glauber Carvalho Nobre ◽  
Paulo Felipe Ribeiro Bandeira ◽  
Maria Helena Da Silva Ramalho ◽  
Francisco Salviano Sales Nobre ◽  
Nadia Cristina Valentini
Keyword(s):  
Social Acceptance ◽  
The Self ◽  
The Other ◽  
Self Concept ◽  
Self Perception ◽  
Male And Female ◽  
Brazilian Version ◽  
Self Worth ◽  
Different Dimensions ◽  
Psychological Features

ntroduction: practising sport contributes tothe reinforcement of important psychological features such as self-perception of competence, especially when participants are children from socially vulnerable contexts. Objective: to compare the socially vulnerablechildren’s self-perception of competence, assisted and unassisted by social sports projects. Method: a total of 235 children (male and female), aged between seven and tenyears, participated in this comparative study. They were divided into two groups: onegroup was formed by 106 children participating in social sports projects;the other was 129 children who did not participate in socialsports projects. The self-perception of competence was assessed by the Brazilian version of the Self-Perception Profile for Children. We used a three-way ANOVA to assess the possible interaction effect between gender, age and group (children assisted and unassisted) in the different dimensions of perceived competence. Results: The children attending sports projects reported higher overall self-worth (F(1.234)) = 6.132, p = 0.014, η2 = 0.026). It was observed that there was an effect of interaction between the variable age x group (F(1.234)) = 6.673, p = 0.010, η2 = 0.029) on the self-perception of social acceptance. There were no significant effects of group on the other dimensions of self-perception of competence. Conclusion: the children participatingin social sports projects showed more self-perception in terms of social acceptance and self-concept compared tonon-participatory children. This project does not help in other dimensions of self-perception.

scholarly journals Self-Perceptions, Self-Worth and Sport Participation in Adolescents

2012 ◽  
Vol 15 (2) ◽  
pp. 624-630 ◽  
Author(s):  
Isabel Balaguer ◽  
Francisco L. Atienza ◽  
Joan L. Duda
Keyword(s):  
Health Behavior ◽  
School Children ◽  
Social Acceptance ◽  
Sport Participation ◽  
The Self ◽  
Self Perception ◽  
Domain Specific ◽  
Self Perceptions ◽  
Athletic Competence ◽  
Self Worth

The purpose of this study was to study the associations between specific self-perceptions and global self-worth with different frequency levels of sport participation among Spanish boys and girls adolescents. Students (457 boys and 460 girls) completed the Self Perception Profile for Children (Harter, 1985) and items assessing sport engagement from The Health Behavior in School Children Questionnaire (Wold, 1995). Results showed that some specific dimensions of self-perception were related to different frequency of sport participation whereas overall judgments of self-worth did not. Specifically, for boys and girls, higher levels of sport participation were positively associated to Athletic Competence, and for boys were also associated with Physical Appearance and Social Acceptance. The potential implications of domain specific socialisation processes on the configuration of self-perceptions are highlighted.

Educational differences in self-perceptions of adolescents in Northern Ireland

2003 ◽  
Vol 27 (6) ◽  
pp. 513-518 ◽  
Author(s):  
Carol Mcclenahan ◽  
Paul Irwing ◽  
Maurice Stringer ◽  
Melanie Giles ◽  
Ronnie Wilson
Keyword(s):  
Northern Ireland ◽  
Primary Schools ◽  
Physical Appearance ◽  
The Self ◽  
School Type ◽  
Significant Interaction Effect ◽  
Self Perceptions ◽  
Athletic Competence ◽  
Main Effect ◽  
Self Worth

Self-perceptions of children from the integrated school sector in Northern Ireland were compared with those of children attending religiously segregated schools. In a cross-sectional study, the self-perceptions of 546 boys and girls aged 11–13 years and 14–15 years, at two integrated comprehensive and five segregated post-primary schools in Northern Ireland, were measured using the Self-Perception Profile for Children (Harter, 1985). The results of a School Type (2) Year Group (3) Gender (2) Religion (2) MANCOVA, controlling for social class and ethos of schools, demonstrated a significant main effect for school type, with significant univariate effects favouring those at the integrated schools in the domains of physical appearance ( p 5 .01), social acceptance ( p 5 .01) global self-worth ( p 5 .05), and athletic competence ( p 5 .05). No evidence of a School Type Year Group interaction suggests that these differences existed on entrance to the two types of school. A main effect for gender, favouring boys in physical appearance ( p 5 .001), athletic competence ( p 5 .05), and global self-worth ( p 5 .05), and girls on behavioural conduct ( p 5.001), supported previous studies. Meanwhile, a post hoc analysis on the only significant interaction effect, for School Type Religion, showed that Catholic adolescents from the integrated sector perceived themselves to be significantly more scholastically competent than those from the segregated sector ( p 5 .05). To further assess the development and stability of self-esteem among these adolescents, a long-term longitudinal study is indicated.

Perceived Competence, Discrepancy Scores, and Global Self-Worth

2002 ◽  
Vol 19 (2) ◽  
pp. 127-140 ◽  
Author(s):  
Elizabeth Rose ◽  
Dawne Larkin
Keyword(s):  
Social Acceptance ◽  
Motor Coordination ◽  
Rating Scale ◽  
Importance Rating ◽  
Self Perception ◽  
Domain Specific ◽  
Athletic Competence ◽  
Discrepancy Scores ◽  
Self Worth ◽  
Importance Ratings

According to Harter (1985a), global self-worth (GSW) can be predicted from the relationship between perceptions of competence and importance ratings. In this study, we employed Harter’s (1985b) Importance Rating Scale (IRS) and Self-Perception Profile for Children (SPPC) to examine importance ratings, discrepancy scores, and domain-specific perceptions of competence as predictors of GSW. Children (N = 130, 62 boys and 68 girls) aged 8-12 years were categorized into high (HMC; n = 62) and low motor coordination (LMC; n = 68) groups according to their scores on a motor proficiency battery (McCarron, 1982). Regression analyses using domain-specific perceptions of competence, importance, and discrepancy scores confirmed that self-perception ratings were the best predictors of GSW. For both groups, perceptions of physical appearance, social acceptance, and behavioral conduct contributed significantly to prediction of GSW. By contrast, perceived athletic competence increased prediction of GSW for the HMC group but not the LMC group.

Self-Perception Profile in Children with Cancer: Self vs Parent Report

1999 ◽  
Vol 84 (2) ◽  
pp. 427-432 ◽  
Author(s):  
Valsamma Eapen ◽  
Christopher Mpofu ◽  
Tamas Revesz ◽  
Tewfik Daradkeh
Keyword(s):  
Therapeutic Intervention ◽  
Social Acceptance ◽  
Physical Appearance ◽  
Self Esteem ◽  
Parent Report ◽  
Poor Agreement ◽  
Self Perception ◽  
Children With Cancer ◽  
The Poor ◽  
Self Worth

Self-perception about competence, behaviour, and self-worth were examined in 30 children (8 to 14 years) recently diagnosed as having cancer and were compared with that of their parents' perception. The poor agreement between parents' and children's ratings on physical appearance and social acceptance is noteworthy in that these two domains are particularly vulnerable in children with cancer, given the effects of chemotherapy on physical appearance and children's tendency to view themselves as socially undesirable or a burden to others. This finding, if replicated, can have implications for therapeutic intervention since the discrepancy score could be used to challenge children's negative views in the context of cognitive therapy to improve their self-esteem.

Changes in the Self-Perceptions of Gifted Students who Participate in Rigorous Academic Programs

1987 ◽  
Vol 10 (4) ◽  
pp. 287-303 ◽  
Author(s):  
Paula Olszewski ◽  
Marilynn J. Kulieke ◽  
Gordon B. Willis
Keyword(s):  
Social Acceptance ◽  
Gifted Students ◽  
Academic Programs ◽  
Summer Programs ◽  
The Self ◽  
Self Concept ◽  
Summer Program ◽  
Athletic Competence ◽  
Different Dimensions ◽  
Males And Females

This paper examines changes in the self-concepts of gifted students over the course of an intensive summer program. Two groups of academically gifted junior high students participated in two separate kinds of summer programs. They completed a differentiated self-concept measure prior to the beginning of the program, on the first day of the program and on the last day. Data analysis focused on whether patterns of change replicate across the two programs. Students showed a decline in academic self-competence over time and a transitory decline in social acceptance. Physical and athletic competence became more positive over the course of the program. Differences were found for males and females. These findings suggest that programs influence different dimensions of student self-concept.

Effects of Integrated Sport Participation on Perceived Competence for Adolescents with Mental Retardation

2000 ◽  
Vol 17 (2) ◽  
pp. 208-221 ◽  
Author(s):  
Grégory Ninot ◽  
Jean Bilard ◽  
Didier Delignières ◽  
Michel Sokolowski
Keyword(s):  
Mental Retardation ◽  
Social Acceptance ◽  
Sport Participation ◽  
Experimental Treatment ◽  
Perceived Competence ◽  
Adolescent Females ◽  
Athletic Competence ◽  
Sedentary Group ◽  
Self Worth ◽  
Group D

The purpose was to examine the effects of type of program (integrated vs. segregated) and type of sport (basketball vs. swimming) on sport skills, four domains of perceived competence, and general self-worth. Participants were 48 adolescent females with mental retardation (MR) divided equally into six groups: (a) segregated basketball, (b) integrated basketball, (c) segregated swimming, (d) integrated swimming, (e) adapted physical activity (APA), (f) sedentary. The experimental treatment was 8 months long. We administrated sport skill tests and Harter’s (1985) Self-Perception Profile for Children four times to determine changes in sport skill, perceived competence, and general self-worth. Results indicated (a) significant improvement in skill for all sports groups, (b) no changes in perceived social acceptance and physical appearance, (c) significantly lower perceived athletic competence for the integrated basketball group compared to the sedentary group, (d) significantly lower perceived conduct for the basketball groups compared to the APA and sedentary groups, (e) and no significant changes in general self-worth.

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