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.

scholarly journals Understanding Emerson’s Self-Reliance in Terms of Education with a Focus on Language Didactics

2015 ◽  
Vol 4 (3) ◽  
pp. 90-106
Author(s):  
Jérome Kouassi
Keyword(s):  
Educational Philosophy ◽  
Personal Development ◽  
Self Esteem ◽  
Self Determination ◽  
Outstanding Contribution ◽  
Educational Values ◽  
Self Evaluation ◽  
Self Reliance ◽  
Educational Issues ◽  
Trust Responsibility

Abstract Education has always been at the heart of most, if not all, human endeavours. This explains the growing interest of many scholars in educational issues. Self-Reliance, one of Emerson’s most impressive and influential works, provides an outstanding contribution to education in general and particularly to the personal development of individuals in society. The relevance of the educational values addressed in Self-Reliance makes it an appropriate context for academic reflection. This paper scrutinises the educational dimension of Emerson’s work with a focus on language didactics. My concern is to provide evidence that the educational values expressed instruct didactics. The study of Self-Reliance reveals the expression of some values, the main ones being trust, responsibility, commitment, creativity, autonomy, independence, self-esteem, self-determination, self-evaluation, and individual talents. By reflecting on their educational dimension with a focus on their didactic implications I come to conclude that even though didactics does not draw directly on Emerson’s educational philosophy, it integrates some aspects, notably the values referred to in this paper.

«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 The Role of Controlled Motivation in the Self-Esteem of Adolescent Students in Physical Education Classes

2021 ◽  
Vol 18 (21) ◽  
pp. 11602
Author(s):  
Alfonso Valero-Valenzuela ◽  
Elisa Huéscar ◽  
Juan Núñez ◽  
Jaime León ◽  
Luis Conte ◽  
...  
Keyword(s):  
Physical Education ◽  
Academic Motivation ◽  
Self Esteem ◽  
Psychological Needs ◽  
Cross Sectional Study ◽  
Basic Psychological Needs ◽  
The Self ◽  
Measurement Scale ◽  
Self Perception ◽  
Cross Sectional

The aim of this cross-sectional study was to analyse the relationships between the satisfaction of psychological basic needs, physical education, academic controlling motivation, and self-esteem, and to propose a prediction model in line with the postulates from the hierarchical model found in the self-determination theory. The participants were 618 physical education students from primary and secondary school (317 girls and 301 boys) aged between 10 and 14 years old (M = 11.62; SD = 0.94). The questionnaires basic psychological needs in exercise measurement scale (BPNES), perceived locus of causality scale (PLOC), the academic motivation scale (EME), and physical self-perception profile (PSPP) were used to measure the studied variables. The results showed that autonomy and relatedness significantly and negatively predicted physical education controlling motivation, which predicted a positive and significant academic controlling motivation. This, in turn, negatively and significantly predicted self-esteem. It is concluded that it is essential to avoid controlling motivation to promote the development of a positive self-perception in students.

scholarly journals ASSESSING SELF-ESTEEM AND PERCEIVED PHYSICAL COMPETENCE IN ELDERLY USING THE PHYSICAL SELF-PERCEPTION PROFILE

2013 ◽  
Vol 6 (2) ◽  
pp. 7-18 ◽  
Author(s):  
Jose P. Ferreira ◽  
Ana M. Teixeira ◽  
Alain G. Massart ◽  
Edith Filaire
Keyword(s):  
Self Esteem ◽  
Self Perception ◽  
Physical Competence

Perceived Physical Competence in Adults: An Examination of the Physical Self-Perception Profile

1992 ◽  
Vol 14 (2) ◽  
pp. 207-221 ◽  
Author(s):  
Robert J. Sonstroem ◽  
Elias D. Speliotis ◽  
Joseph L. Fava
Keyword(s):  
Physical Condition ◽  
Principal Component ◽  
Self Esteem ◽  
Self Perception ◽  
Physical Competence ◽  
General Domain ◽  
Body Strength ◽  
Principal Component Analyses ◽  
Self Worth ◽  
Continued Use

The purpose of this research was to assess the structure and validity of the Physical Self-Perception Profile (PSPP) when used with adults in their middle and later years. Females (n=149) and males (n=111) completed the four subdomain scales (sport competence, physical condition, attractive body, strength); the more general domain scale, physical self-worth; and a global self-esteem scale. PSPP scales manifested strong internal consistency, validly separated exercisers from nonexercisers (Canonical R=.71 for females, .64 for males, and predicted degree of exercise involvement (Canonical R=.73 for females, .64 for males). Principal-component analyses revealed scale overlap for the scales for physical self-worth and attractive body. Although future PSPP users are warned of probable redundancy in these two scales, continued use and study of PSPP scales is strongly encouraged.

Accentuating Your Masculine Side

2013 ◽  
Vol 44 (2) ◽  
pp. 103-108 ◽  
Author(s):  
Chongzeng Bi ◽  
Oscar Ybarra ◽  
Yufang Zhao
Keyword(s):  
Social Norms ◽  
Gender Role ◽  
Cultural Context ◽  
Self Esteem ◽  
Western Countries ◽  
Self Evaluation ◽  
Two Samples ◽  
Agency And Communion

Recent research investigating self-judgment has shown that people are more likely to base their evaluations of self on agency-related traits than communion-related traits. In the present research, we tested the hypothesis that agency-related traits dominate self-evaluation by expanding the purview of the fundamental dimensions to consider characteristics typically studied in the gender-role literature, but that nevertheless should be related to agency and communion. Further, we carried out these tests on two samples from China, a cultural context that, relative to many Western countries, emphasizes the interpersonal or communion dimension. Despite the differences in traits used and cultural samples studied, the findings generally supported the agency dominates self-esteem perspective, albeit with some additional findings in Study 2. The findings are discussed with regard to the influence of social norms and the types of inferences people are able to draw about themselves given such norms.

Self-determination theory applied to physical education: A systematic review and meta-analysis.

2020 ◽  
Vol 112 (7) ◽  
pp. 1444-1469 ◽  
Author(s):  
Diego Vasconcellos ◽  
Philip D. Parker ◽  
Toni Hilland ◽  
Renata Cinelli ◽  
Katherine B. Owen ◽  
...  
Keyword(s):  
Systematic Review ◽  
Physical Education ◽  
Meta Analysis ◽  
Self Determination Theory ◽  
Self Determination
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