Effects of Self-Concept and Participation Motivation on Exercise Continuity of Chinese Life Sports Tennis Participants

2021 ◽  
Vol 4 (3) ◽  
pp. 32-46
Author(s):  
Ying-ying Tao ◽  
Han-pyong Kwak
Keyword(s):  
Self Concept ◽  
Participation Motivation

Self-Concept Validation Research: Some Current Complexities

1980 ◽  
Vol 13 (2) ◽  
pp. 72-82 ◽  
Author(s):  
Ronald W. Marx ◽  
Philip H. Winne
Keyword(s):  
Self Concept ◽  
Validation Research ◽  
Concept Validation

Evaluating the Factor Structure of “Self-Concept” in Children: A Cautionary Note

1977 ◽  
Vol 9 (4) ◽  
pp. 172-176 ◽  
Author(s):  
Robert J. Drummond ◽  
Walter G. McIntire
Keyword(s):  
Factor Structure ◽  
Self Concept ◽  
Cautionary Note

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

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