Athletic or Antisocial? The Female Sport Experience

1986 ◽  
Vol 8 (3) ◽  
pp. 198-211 ◽  
Author(s):  
Susan A. Jackson ◽  
Herbert W. Marsh
Keyword(s):  
High School ◽  
Construct Validity ◽  
Role Conflict ◽  
Female Athletes ◽  
Sex Role ◽  
Self Concept ◽  
Group Differences ◽  
Physical Ability ◽  
Psychological Constructs ◽  
Role Identification

The purpose of this study was to examine relations between women's involvment in sports and three psychological constructs: role conflict, sex-role identification, and multidimensional self-concepts. The three groups comprised female powerlifters competing in a national championship (n = 30), high school female athletes (n = 46), and high school female nonathletes (n = 46). Role conflict was not substantial except for a few specific areas related to conflicting expectations of appropriate female and athlete behavior. Both athletic groups scored substantially higher on masculinity (M) and on self-concept of physical ability than the nonathletic group, but there were no group differences on femininity (F) and few substantial differences in other areas of self-concept. Hence the results provide further support for the construct validity of androgyny and for the multidimensionality of self-concept. The major findings, that female athletes can be more M without being less F, and that female athletic involvement has positive benefits without producing any loss in F or in self-concept, dispels a popular myth about women's involvement in sports.

scholarly journals The Feminine Stereotype and Beyond: Role Conflict and Resolution in the Poetics of Marina Tsvetaeva

Slavic Review ◽  
1977 ◽  
Vol 36 (2) ◽  
pp. 231-255 ◽  
Author(s):  
Antonina Filonov Gove
Keyword(s):  
Social Norms ◽  
Role Conflict ◽  
Sex Role ◽  
The Self ◽  
Self Concept ◽  
Poetic Identity ◽  
Marina Tsvetaeva ◽  
The Feminine ◽  
The Individual ◽  
Working Out

In examining the development of Tsvetaeva's lyric verse, it is possible to discern a recurrent thematic strain: a rejection by the poet of the conventional roles imposed on the individual by society, particularly certain characteristics of the feminine role. I will try to show that Tsvetaeva, in the process of rejecting, via her poetry, this key ingredient in a person's self-concept—namely, the sex role as defined by society—along with a rejection of other limiting social norms, developed images of the self that transcend social roles. Moreover, the working out of this poetic identity is not continuous but falls into several chronological stages.In discussing a poet's self, critical method prescribes that a distinction be maintained between the individual and the poetic persona. Without negating this methodological stricture, it is important to keep in mind that for some poets an adequate interpretation requires one to perceive that the persona is an elaborate poetic projection and mythologization of the individual.

Attitudes and Career Interests of Junior High School Mathematics Students: Implications for the Classroom

1985 ◽  
Vol 32 (7) ◽  
pp. 45-49
Author(s):  
Katherine Pedersen ◽  
Dorothy R. Bleyer ◽  
Patricia B. Elmore
Keyword(s):  
High School ◽  
Sex Differences ◽  
Junior High School ◽  
Junior High ◽  
Sex Role ◽  
School Teacher ◽  
High School Teacher ◽  
Academic Factors ◽  
Role Identification ◽  
Junior High School Teacher

During the 1970s. various political, cultural, and academic factors joined to thrust the topic of sex differences in achievement in mathematics to national attention. At the same time, research has served to refine attitudinal instruments and to relate cultural and societal influences to sex differences in mathematics. The junior high school years are Important to study because sex-role identification becomes more prominent, and crucial educational choices are made at this stage. Surprisingly, a study by Benbow and Stanley (1980) has suggested that the mathematical experiences of both males and females are identical until the junior high school years. The junior high school teacher, especially, becomes cognizant that different foctors are Influencing students during these early adolescent years.

Assessing Multidimensional Physical Activity Motivation: A Construct Validity Study of High School Students

2006 ◽  
Vol 28 (2) ◽  
pp. 171-192 ◽  
Author(s):  
Andrew J. Martin ◽  
David V. Tipler ◽  
Herbert W. Marsh ◽  
Garry E. Richards ◽  
Melinda R. Williams
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Construct Validity ◽  
Activity Level ◽  
Self Concept ◽  
Activity Levels ◽  
School Students ◽  
Physical Activity Motivation ◽  
Cognitive Dimensions

This study presents a new, multidimensional approach to physical activity motivation that is operationalized through four primary factors: adaptive cognitive dimensions, adaptive behavioral dimensions, impeding cognitive dimensions, and maladaptive behavioral dimensions. Among 171 Australian high school students, the study assessed the structure of this four-factor framework (a within-network construct validity approach) and also examined the relationships between motivation and three key correlates: flow in physical activity, physical self-concept, and physical activity level (a between-network construct validity approach). The four-factor framework demonstrated within-network validity in the form of reliable subscales and a sound factor structure. In terms of between-network validity, relationships between the adaptive behavioral and cognitive aspects of motivation and physical self-concept, flow, and activity levels were found to be positive and significant, whereas significant inverse relationships were found between impeding and maladaptive motivation dimensions and flow and physical self-concept. Additional analysis utilizing multiple-indicator multiple-cause (MIMIC) modeling showed that during earlier adolescence girls are more motivated than boys to engage in physical activity, but by later adolescence boys are more motivated to do so. Results are interpreted in terms of future directions for possible physical activity interventions aimed at increasing both the uptake and continuation of activity.

scholarly journals AUTOCONCEPTO FÍSICO Y PRÁCTICA DEPORTIVA EN ESTUDIANTES DEL BÍOBIO (CHILE) PHYSICAL SELF-CONCEPT AND SPORTS PRACTICE IN BÍOBIO (CHILE) STUDENTS

2016 ◽  
Vol 4 (1) ◽  
pp. 63
Author(s):  
Leandro Navas Martínez ◽  
José Antonio Soriano Llorca
Keyword(s):  
High School ◽  
Elementary School ◽  
Extracurricular Activities ◽  
Frequency Analysis ◽  
Physical Activities ◽  
Self Concept ◽  
Physical Ability ◽  
Sports Activities ◽  
Estudiantes Universitarios

Abstract.The objectives of this study are to evaluate the performance of physical or extracurricular sports activities and their frequency in Chilean students, and if performing these activities may introduce differences in the various dimensions of physical self-concept . 761 students were involved (college, high school and elementary school), boys and girls, aged between 12 and 34 years, from various cities in the region of Biobío (Chile). Using the Questionnaire Physical Self-concept (CAF), the practice of physical and sports activities were evaluated as well as the frequency of the same and the dimensions of physical self-concept. Frequency analysis and comparison of means for independent samples were performed. The results show that 21.4% of participants did not perform physical and sports activities outside school hours, only 13% made such activities more than five days a week and those who carry out these extracurricular activities have higher scores in all variables with the CAF than those who do not perform. The differences are statistically significant. The results obtained indicate that performing physical activities and extracurricular sports make differences in physical self-concept and its dimensions. Some improvement proposal are done in order to be considerated in future works .Keywords: extracurricular physical and sports activities, physical self-concept, physical ability, fitness, strength.Resumen.Los objetivos de este estudio son evaluar la realización de actividades físicas o deportivas extraescolares y su frecuencia en estudiantes chilenos, y si llevar a cabo tales actividades introduce diferencias en las diversas dimensiones del autoconcepto físico. Participan 761 estudiantes (universitarios, de enseñanza media y de enseñanza básica), chicos y chicas, con edades comprendidas entre los 12 y los 34 años, procedentes de varias ciudades de la región del Bíobio (Chile). Se evalúan la práctica de actividades físicas o deportivas, la frecuencia de la misma y las dimensiones del autoconcepto físico, empleando para ello el Cuestionario de Autoconcepto Físico (CAF). Se realizan análisis de frecuencias y de contraste de medias para muestras independientes. Los resultados muestran que el 21.4% de los participantes no realizan actividades físico-deportivas fuera de las horas de clase, que solo el 13% realizan tales actividades más de cinco días a la semana y que quienes llevan a cabo esas actividades extraescolares tienen puntuaciones medias más altas en todas las variables evaluadas con el CAF que quienes no las realizan. Las diferencias de medias son estadísticamente significativas. Los resultados obtenidos permiten concluir que realizar actividades físicas y deportivas extraescolares introduce diferencias en el autoconcepto físico y sus dimensiones. Se realizan, finalmente, algunas propuestas de mejora a tener en cuenta en futuros trabajos.Palabras clave: práctica de actividades físico-deportivas extraescolares, autoconcepto físico, habilidad física, condición física, fuerza, atractivo físico.

Impact of Maternal Employment on Daughters' Sex-Role Orientation and Fear of Success

1981 ◽  
Vol 49 (3) ◽  
pp. 963-968 ◽  
Author(s):  
Faith D. Gilroy ◽  
Teresa M. Talierco ◽  
Roberta Steinbacher
Keyword(s):  
High School ◽  
Maternal Employment ◽  
Working Mothers ◽  
Sex Role ◽  
Self Concept ◽  
Role Orientation ◽  
Sex Role Orientation ◽  
Fear Of Success ◽  
Bem Sex Role Inventory ◽  
Employed Mothers

Maternal employment was related to scores on the Bem Sex-role Inventory as well as to fear of success in a sample of 90 high school females. Data indicated that the daughters of working mothers were significantly more androgynous and demonstrated less fear of success than did the daughters of non-working mothers. Results are discussed in terms of the modeling of a broad spectrum of sex-role behaviors by the employed mothers that are positively reflected in the daughters' self-concept.

Attitudes of Male and Female Athletes Toward Male and Female Coaches

1984 ◽  
Vol 6 (4) ◽  
pp. 448-453 ◽  
Author(s):  
Robert Weinberg ◽  
Margie Reveles ◽  
Allen Jackson
Keyword(s):  
High School ◽  
Junior High School ◽  
Female Athletes ◽  
Sex Role ◽  
Background Information ◽  
Basketball Players ◽  
Male And Female ◽  
Sex Role Socialization ◽  
Males And Females ◽  
Female Coaches

This investigation was done to gather some exploratory data concerning the attitudes and feelings of male and female college, high school, and junior high school varsity basketball players toward having a female coach versus a male coach. Subjects (N = 85) indicated their attitudes for playing for a hypothetical male or female coach (randomly assigned to condition) in a 2 x 2 (sex of athlete x sex of coach) between-subjects design. They were instructed to complete a questionnaire consisting of 11 items that tapped their attitudes and feelings toward a new coach. Identical background information was provided to subjects concerning the qualifications of the coach, the only difference being that for one group of subjects the coach was said to be female whereas for the other group of subjects the coach was said to be a male. Results were analyzed by a MANOVA and indicated significant interactions on seven questions, with simple main effects consistently indicating that males displayed more negative attitudes toward female coaches than did females while males and females did not differ in their view of male coaches. Results are discussed in terms of sex-role socialization patterns for males and females.

Multidimensional Self-concepts of Elite Athletes: How Do They Differ from the General Population?

1995 ◽  
Vol 17 (1) ◽  
pp. 70-83 ◽  
Author(s):  
Herbert W. Marsh ◽  
Clark Perry ◽  
Chris Horsely ◽  
Lawrence Roche
Keyword(s):  
Women Athletes ◽  
Elite Athletes ◽  
A Priori ◽  
Self Concept ◽  
Group Differences ◽  
Normative Sample ◽  
Physical Ability ◽  
Opposite Sex ◽  
Broad Cross Section ◽  
Concept Group

A broad cross-section of elite athletes (n = 83) was compared to a normative sample (n = 2,436) of nonathletes on the 13 self-concept scales for the Self-Description Questionnaire III (SDQIII). On these scales athletes had substantially higher Physical Ability self-concepts than nonathletes, but did not differ on Physical Appearance self-concepts. There were smaller differences favoring athletes on social scales (Same Sex, Opposite Sex, and Parent Relationships), Global Esteem, and the total self-concept. Group differences were not statistically significant for the academic scales (Math, Verbal, Academic, and Problem Solving) and Emotional self-concept, whereas nonathletes had marginally higher Spiritual and Honesty self-concepts. Athlete/nonathlete differences varied somewhat according to gender, generally favoring women athletes. Because the pattern of group differences (e.g., large differences in Physical Ability and minimal differences in Academic self-concept scales) is reasonably similar to a priori predictions, the results provide further support for the construct validity of SDQIII responses.

Achievement Motivation and Sex-Role Orientation of High School Female Track and Field Athletes versus Nonathletes

1982 ◽  
Vol 55 (1) ◽  
pp. 183-187 ◽  
Author(s):  
K. P. Henschen ◽  
S. W. Edwards ◽  
L. Mathinos
Keyword(s):  
High School ◽  
Achievement Motivation ◽  
Female Athletes ◽  
Sex Role ◽  
Track And Field ◽  
Role Orientation ◽  
Sex Role Orientation ◽  
Dependent Variables ◽  
Role Orientations ◽  
Female High School

To investigate the differences between female high school track and field athletes ( n = 67) and nonathletes ( n = 67) on level of achievement motivation on Mehrabian's Scale of Achieving Tendency and for sex-role orientation on the Bern Sex-role Inventory. Differences in achievement motivation between the athletes and nonathletes and among the four groups representing sex-role orientation were assessed by a 2 × 4 analysis of variance. Relationships among the dependent variables, namely, achievement motivation and scores on feminine, masculine, and androgynous scales of Bern's inventory were calculated using Pearson coefficients. Female athletes exhibited significantly higher achievement motivation than did the nonathletic girls. Also, high achievement motivation was related to androgynous and masculine sex roles, while low achievement motivation was associated with feminine and undifferentiated sex-role orientations.

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