The Influence of Reflected Appraisals on Middle School and High School Athletes’ Self-Perceptions of Sport Competence

2002 ◽  
Vol 14 (4) ◽  
pp. 377-390 ◽  
Author(s):  
Anthony J. Amorose
Keyword(s):  
High School ◽  
Middle School ◽  
Structural Equation ◽  
Equation Modeling ◽  
High School Athletes ◽  
Reflected Appraisals ◽  
Self Perceptions ◽  
Sport Competence ◽  
Partial Correlations ◽  
Reflected Appraisal

This study examined the reflected appraisal process in female middle school (n = 66; M age = 12.39 – .87 years) and high school athletes (n = 88; M age = 14.70 – 1.08 years). Questionnaires assessed the athletes’ self-perceptions of sport competence and how they perceived their mothers, fathers, coaches, and teammates evaluated their ability in sport. A multiple regression analysis revealed that the various reflected appraisals predicted self-perceptions of competence (p < .01, R2 = .65). Mothers (β = .19), coaches (β = .24), and teammates (β = .47) were each significant predictors, while the reflected appraisal of fathers (β = .08) was non-significant. Squared semi-partial correlations indicated that teammates accounted the greatest amount of unique (sr2 = .25), followed by coaches (sr2 = .08), mothers (sr2 = .05), and fathers (sr2 = .01). Structural equation modeling indicated that the pattern of relationships was the same for middle school and high school athletes.

Mindful Engagement Mediates the Relationship Between Motivational Climate Perceptions and Coachability for Male High School Athletes

2021 ◽  
pp. 1-20
Author(s):  
Susumu Iwasaki ◽  
Mary D. Fry ◽  
Candace M. Hogue
Keyword(s):  
High School ◽  
Structural Equation ◽  
Motivational Climate ◽  
Equation Modeling ◽  
High School Athletes ◽  
Male High School ◽  
Climate Perceptions ◽  
Mindful Engagement ◽  
Perceived Motivational Climate ◽  
The Relationship

The purpose of this study was to examine the mediating role of mindful engagement in the relationship between male high school athletes’ motivational climate perceptions on their teams (i.e., caring, task-, and ego-involving climate) to athlete coachability. Athletes (N = 164, Mage = 15.58 years) from multiple sports completed measures assessing mindful engagement in sport (Cognitive and Affective Mindfulness Scale—Revised), Caring Climate Scale, task- and ego-involving climate perceptions (Perceived Motivational Climate in Sport Questionnaire), and coachability (Athletic Coping Skills Inventory). Initial bivariate correlations linked mindful engagement and coachability positively with perceptions of a caring and task-involving climate and negatively with ego-involving climate perceptions. Structural equation modeling analyses then revealed mindful engagement mediated the relationship between climate and coachability. Encouraging coaches and players to foster a caring/task-involving climate might assist in enhancing athletes’ mindful engagement in sport, which may positively influence the degree to which they are coachable.

Relationships between being Traditional and Sense of Gratitude among Taiwanese High School Athletes

2008 ◽  
Vol 102 (3) ◽  
pp. 920-926 ◽  
Author(s):  
Ying Hwa Kee ◽  
Ying-Mei Tsai ◽  
Lung Hung Chen
Keyword(s):  
High School ◽  
Structural Equation Modeling ◽  
Structural Equation ◽  
Equation Modeling ◽  
Competitive Sports ◽  
High School Athletes ◽  
Collective Group ◽  
Group Members

This study examined the association of scores on measures of traditionality and gratitude. Briefly defined, traditionality refers to how strongly one endorses the traditional value of submission to authority for harmony and benefits in a collective group. Traditional Taiwanese culture is linked with collectivism, and the society tends to encourage members to respect authority and harmony. As people of a collectivistic view seek to maintain harmony within the group, gratitude and reciprocity of good is expected from members. Nevertheless, traditionality of values differs among group members, as is also true for gratitude. It is not known how scores on traditionality might relate to feelings of gratitude among athletes in the competitive sports setting. 289 Taiwanese high school athletes were administered the Sport-domain Gratitude Questionnaire by Chen and Kee and the Traditionality Scale by Kao and Lu. Data, subjected to structural equation modeling, show that traditionality scores were related to those on gratitude. Implications and limitations were discussed.

scholarly journals Why Do College Students Cheat? A Structural Equation Modeling Validation of the Theory of Planned Behavior

2017 ◽  
Vol 10 (8) ◽  
pp. 40 ◽  
Author(s):  
Saeed Abdullah AL-Dossary
Keyword(s):  
High School ◽  
Structural Equation Modeling ◽  
Theory Of Planned Behavior ◽  
Planned Behavior ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Equation Modeling ◽  
Cheating Behavior ◽  
Tpb Model ◽  
Explained Variance

Cheating on tests is a serious problem in education. The purpose of this study was to test the efficacy of a modified form of the theory of planned behavior (TPB) to predict cheating behavior among a sample of Saudi university students. This study also sought to test the influence of cheating in high school on cheating in college within the framework of the TPB. Analyses were conducted on a sample of 322 undergraduate students using structural equation modeling. The results were consistent with the TPB model’s predictions. The TPB model explained a modest variance in cheating in college. When cheating in high school added to the model, the proportion of explained variance increased and cheating in high school was the best predictor of cheating in college. Although not hypothesized by the TPB, subjective norm had a direct effect on attitude.

861 DIFFERENCES IN PHYSICAL SELF-PERCEPTIONS AMONG HIGH SCHOOL ATHLETES

1994 ◽  
Vol 26 (Supplement) ◽  
pp. S154
Author(s):  
GJ. Welk ◽  
C. B. Corbin ◽  
L. Lewis
Keyword(s):  
High School ◽  
High School Athletes ◽  
Self Perceptions

SELF-APPRAISALS, ACTUAL APPRAISALS AND REFLECTED APPRAISALS OF PREADOLESCENT CHILDREN

2002 ◽  
Vol 30 (6) ◽  
pp. 603-611 ◽  
Author(s):  
Andreas Hergovich ◽  
Ulrike Sirsch ◽  
Martin Felinger
Keyword(s):  
Significant Others ◽  
The Self ◽  
Self Concept ◽  
Direct Effects ◽  
Appraisal Process ◽  
Reflected Appraisals ◽  
Self Perceptions ◽  
Preadolescent Children ◽  
Reflected Appraisal ◽  
The Relationship

The relationship between children's self-perceptions, children's perceptions of others' appraisal (i.e., reflected appraisals) and others' actual appraisals reported by mothers, fathers and teachers were examined. The Self-Description Questionnaire 1 (Marsh, 1988) was presented to 428 children. Parents and teachers were given an adapted form. Additionally, children were asked for reflected appraisals of their mothers, fathers and teachers according to the scales of the SDQ1. Results suggest that the reflected appraisal process is in fact more complicated than originally assumed by the theorist of symbolic interactionism. Thus, besides direct effects from actual appraisal on reflected appraisal and reflected appraisal on selfappraisal, there are also indications of an effect by actual appraisals on self- and reflected appraisals, especially for academic self-concept. Furthermore, results indicate that different significant others have a different impact on the self-perceptions of preadolescent children.

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