The Examination about the Longitudinal and Sequential Process of Peer Acceptance, Aggression, and Depression According to Gender and Physical Education Activity

2018 ◽  
Vol 57 (6) ◽  
pp. 57-68
Author(s):  
Changhyun Lee ◽  
Myoungjin Shin ◽  
Gyesan Lee
Keyword(s):  
Physical Education ◽  
Peer Acceptance ◽  
Sequential Process ◽  
Education Activity

scholarly journals Effect of Aggression on Peer Acceptance Among Adolescents During School Transition and Non-Transition: Focusing on the Moderating Effects of Gender and Physical Education Activities

2019 ◽  
Vol 16 (17) ◽  
pp. 3190
Author(s):  
Myoungjin Shin ◽  
Changhyun Lee ◽  
Yongsik Lee
Keyword(s):  
Physical Education ◽  
Peer Acceptance ◽  
Negative Relationship ◽  
School Transition ◽  
Female Students ◽  
Moderating Effects ◽  
Youth Policy ◽  
Negative Effect ◽  
Education Activity ◽  
Policy Institute

The present study examined the effect of aggression on peer acceptance among adolescents. We focused on the moderating effects of gender and participation in physical education activities and examined whether these effects varied during school transition. We used longitudinal data of adolescents aged 10 to 17 years that were obtained from a survey that was conducted by the National Youth Policy Institute. In only early adolescence, the interaction effect of gender and physical education activity influenced the relationship between aggression and peer acceptance. Specifically, the negative relationship between aggression and peer acceptance was strengthened among female students who participated in physical education activities as compared to female students who did not. This effect was not observed in male students. However, during transition from primary to secondary school, the negative effect of physical education activities did not exist. For middle-adolescents, for whom physical education activities increased more than previous years, the negative relationship between aggression and peer acceptance worsened. These influences were the same, regardless of gender. Thus, this study suggests that physical education activities improve the negative relationship between aggression and peer acceptance during school transition.

Physical Education Affects Adolescents' Peer Acceptance: Influence Of Gender and Motivation Climate

2019 ◽  
Vol 47 (4) ◽  
pp. 1-11
Author(s):  
Myoungjin Shin ◽  
Minkwon Moon ◽  
Changhyun Lee ◽  
Sun-Yong Kwon
Keyword(s):  
Physical Education ◽  
Hierarchical Linear Modeling ◽  
Peer Acceptance ◽  
Negative Relationship ◽  
Physical Education Teachers ◽  
Linear Modeling ◽  
School Year ◽  
Class Climate ◽  
Education Activity

We examined the influence of physical education activity on peer acceptance in adolescents over time, and how this influence changes based on gender and motivation climate in class. Participants were 157 middle school freshman students (81 boys, 76 girls) at a school in South Korea. Results of hierarchical linear modeling showed that peer acceptance among girls decreased over the 12-week period of our study, but there were no significant changes in peer acceptance among boys. Furthermore, peer acceptance decreased when boys participated in physical education activity more diligently, but this negative relationship weakened when the class was instructed in a noncontrolling climate. However, physical education activity and class climate did not significantly affect peer acceptance among girls. The results imply that the role of physical education teachers is important in the formation of peer acceptance at the beginning of the school year.

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