![]() ![]() Presently, there is consensus in the scientific literature with respect to the idea that physical self-concept has a high association with the motivation of adolescents towards physical activity in the sense that individuals who describe themselves as having a positive self-perception of themselves have a greater probability of practicing physical activities or sports in the first developmental periods. The satisfaction of having played well in a soccer game, for example, may eventually, generalize, if repeated often enough, to physical and global self-worth. This hierarchical framework is attractive because it infers a path by which regular interaction with different aspects of life might modify the more enduring and global elements of self-regard. Fox and Corbin developed a multidimensional and hierarchical model comprised of three levels, with self-esteem at the apex (upper level), physical self-assessment at an intermediate level, which acts as a mediator of the relationship between each of the subdomains and the global self-esteem, and sports competence, body attractiveness, physical condition, and physical strength at its base (lower level). This is defined as the adolescent’s description and evaluative self-perceptions regarding her own appearance and physical abilities. In this scenario, physical self-concept has been deemed as an important aspect to consider during adolescence to support adaptive development and prevent possible associated problems. ![]() Both aspects are influenced by the perception and social and physical experiences where the person develops, being fundamental psychosocial factors in the construction of the identity of the young person. However, while self-concept refers to the set of traits that a person attributes to himself/herself, being a cognitive aspect or representation, self-esteem would be the evaluative-affective part. The terms self-concept and self-esteem have been part of the interest of the scientific literature in the field of well-being during the last decades. Consequently, the greater importance of the physical self-concept of the students was explained thanks to more autonomous (intrinsic and identified regulation) motivation and higher levels of basic psychological needs (especially autonomy and competence). ![]() The results are discussed centered on the importance of the physical education teacher contemplating experiences that work on the promotion of personal identity and student self-esteem through the improvement of quality motivation. = 3.00 IFI = 0.91 CFI = 0.91 TLI = 0.90 RMSEA = 0.05) showed the satisfaction of basic psychological needs positively predicted their self-determined motivation towards physical education, and this, in turn, a greater physical self-concept of the students. The results indicate a positive relationship between the satisfaction of the basic psychological needs of the students and the self-determined motivation towards physical education, with this being positively associated with the physical self-concept of the students. A structural equation model and test confirmatory factor analysis were used. The Basic Psychological Needs Satisfaction Scale (PNSE), the dimensions of intrinsic motivation and identified motivation of the Perceived Locus of Causality Scale in physical education classes (PLOC), and the Physical Self-Concept Questionnaire (PSPP) were administered. For this, 618 students, aged from 10 to 14 years-old (M = 11.62, SD = 0.94), participated in physical education classes. Framed within the theoretical support of the Self-determination Theory (SDT) this study aimed to analyze the relationship between the satisfaction of basic psychological needs, the self-determined motivation towards physical education, and the physical self-concept of Spanish teenagers. ![]()
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