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The Impact of Physical Education Based on the Adventure Education Programme on Self-Esteem and Social Competences of Adolescent Boys.

ABSTRACT: The objective of this study is to analyse the impact of physical education based on the adventure education programme on the social competences of adolescent boys. The participants (n = 70) were 1st grade high school students between 15 and 16 years old. Adolescents' social competences were measured using the Rosenberg's Self-Esteem Scale (RSES) and Social Competence Questionnaire (SCQ) before and after the intervention. An experimental repeated-measures design was used, with a comparison group. ANOVA (2 × 2) for interaction group x time showed statistical significance in competences revealed in situations of social exposure (F_{1, 68} = 5.16, p < 0.05, partial η² = 0.07) and competences revealed in situations requiring assertiveness (F_{1, 68} = 4.73, p < 0.05, partial η² = 0.07). Using the adventure education (AE) programme may be recommended as a way of developing social skill competences revealed in situations of social exposure and competences revealed in situations requiring the assertiveness of adolescents through physical activity that can be easily integrated into the school environment.

SUBMITTER: Koszalka-Silska A

PROVIDER: S-EPMC8000378 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Self-Esteem and Binge Eating among Adolescent Boys and Girls: The Role of Body Disinvestment.

Project description:Although low self-esteem and body disinvestment have been recognized as potential risk factors for disordered eating, no studies have explored how these factors may work together to predict binge eating in adolescents. Therefore, we hypothesized a path model for girls and boys separately to investigate whether the body's investment dimensions (feelings towards the body, physical touch, body care, body protection) mediate the relationship between self-esteem and binge eating, and age moderate such relationships. Participants were 1046 Italian students aged between 11 and 19 years (472 girls, Mage = 14.17; 574 boys, Mage = 14.60) screened through self-report measures. Both models showed an acceptable fit (males: χ2(22) = 30.441; RMSEA = 0.026; CFI = 0.99; TLI = 0.97; SRMR = 0.023; females: χ2(22) = 34.723; RMSEA = 0.35; CFI = 0.98; TLI = 0.95; SRMR = 0.029). Negative body feelings and reduced body protection fully mediated the relationship between self-esteem and binge eating, regardless of gender. Our findings highlight the importance of interventions promoting body emotional investment to reduce adolescents' vulnerability to binge eating.

| S-EPMC8304970 | biostudies-literature

Effect of practice exergames on the mood states and self-esteem of elementary school boys and girls during physical education classes: A cluster-randomized controlled natural experiment.

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| S-EPMC7274370 | biostudies-literature

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| S-EPMC7905187 | biostudies-literature

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Project description:Large-scale representative surveys of 8th-, 10th-, and 12th-grade students in the United States show high self-esteem scores for all groups. African-American students score highest, Whites score slightly higher than Hispanics, and Asian Americans score lowest. Males score slightly higher than females. Multivariate controls for grades and college plans actually heighten these race/ethnic/gender differences. A truncated scoring method, designed to counter race/ethnic differences in extreme response style, reduced but did not eliminate the subgroup differences. Age differences in self-esteem are modest, with 12th graders reporting the highest scores. The findings are highly consistent across 18 annual surveys from 1991 through 2008, and self-esteem scores show little overall change during that period.

| S-EPMC3263756 | biostudies-literature

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Project description:Using a cross-sectional study design, we tested a structural equation model of hypothesized relationships among a group of variables: motivational climate in physical education (PE), students' social competence in PE, out of-school physical activity (PA) motivation, PA intention and their moderate-to-vigorous PA (MVPA). Based on the self-reports of 363 fourth to sixth grade elementary school students (172 girls, 191 boys), the model revealed that the task-involving motivational climate in PE was linked to higher MVPA via cooperation in PE, and also via extrinsic motivation and PA intention. Ego-involving motivational climate was related to higher extrinsic motivation and amotivation, further to higher PA intention and, finally, to higher MVPA. Task-involving motivational climate was positively linked to students' social competence markers of cooperation and empathy, and negatively to disruptiveness. Ego-involving motivational climate was positively related to disruptiveness and impulsivity, the markers of low social competence. The study showed that the motivational climate and co-operational aspect of social competence both played significant roles in students' PA motivation, PA intention and MVPA. A pedagogical model that brings the learning of social competence relevant skills to the fore is creative physical education (CPE). Analysis of CPE is provided which highlights teaching behaviors which contribute to the students' MVPA through motivational climates, co-operation, PA motivation and PA intention.

| S-EPMC7460252 | biostudies-literature

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| S-EPMC4740758 | biostudies-other

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Project description:Career aspirations are considered to be one of the most important motivation variables in the study of psychology and career development, as well as being connected to an individual's career-related goals, intentions or options. The aims of this study were: (a) to develop and validate a model for predicting career aspirations, and (b) to investigate direct and indirect links between paternal education, self-esteem, resilience, future orientation, and career aspirations of university students. The participants were 445 students from two universities in Thailand. Confirmatory factor analysis confirmed that the factor structure of four measurement models presented in the study was suitable and compatible. To achieve the intended research objectives, the empirical data were analyzed using structural equation modeling with decomposition analysis of total effects in direct and indirect effects. Results showed that paternal education, resilience, and future orientation have significant direct effects on students' career aspirations, while self-esteem has an indirect effect. This suggests that self-esteem can help students develop their resilience, as well as promoting their development of a positive future orientation, which also helps foster a higher level of career aspiration. These results can be fundamental to supporting the continued use of the structural equation model in future research on career development.

| S-EPMC7723283 | biostudies-literature

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Project description:Experiences of psychosocial neglect affect the developing brain and may place individuals at increased risk for anxiety. The majority of research in this area has focused on children who have experienced severe psychosocial deprivation; it is not clear whether typical variation in neglect experienced in community samples would have the same neurobiological consequences as those documented in extreme samples. The present study examined the associations among self-reported childhood neglect, amygdala volume, and anxiety symptoms in a community sample of 138 adolescents ages 9-15 years (43% male). Linear mixed modeling yielded a three-way interaction of neglect, sex, and brain hemisphere, reflecting a significant positive association between neglect and right amygdala volume in boys. Additional analyses indicated that right amygdala volume significantly mediated the association between neglect and anxiety symptoms in boys. These findings are consistent with previous reports of larger amygdala volumes in previously institutionalized children, and with documented associations between caregiving deprivation and anxiety symptoms. The results suggest that the effects of childhood neglect on limbic structures are sex-specific and lateralized, and provide support for a neural mechanism relating childhood neglect to later difficulties in emotional functioning.

| S-EPMC5953811 | biostudies-literature

How Years of Sport Training Influence the Level of Moral Competences of Physical Education and Sport Students.

Project description:BackgroundThe study purpose was to investigate the level of moral competences and prosocial behaviours in a physical activity (PA) context and differences between first year freshman students enrolled in both the physical education and sport coaching majors.MethodsWe draw on data from students of the Faculties of Physical Education (109) and Sport (94) at Poznan University of Physical Education. For measurement, Lind's Moral Competence Test was used. Comparative analysis of differences between the groups was undertaken with the use of Mann-Whitney U test and Kruskal-Wallis nonparametric analysis of variance was used for further analysis.ResultsThe results show that there were no significant differences between the examined students in majority of the characteristics. Students comply with the recommended levels of physical activity, but 70% present low level of moral competences. Parents were the most influential factors in moral development across levels of competences and genders. More years of sports training showed a positive relationship with moral development (only in the group of male students with high level of moral competency).ConclusionsBased on the findings, it is recommended to consider the changes in physical education and sport students education training programmes which should include more critical reflection and life-long learning competences.

| S-EPMC6657647 | biostudies-literature

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