No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Team Sports Achievement and Self-Esteem Development Among Urban Adolescent Girls
Abstract
In this study we investigate the contribution of achievement in team sports to adolescent girls' self-esteem development. Adolescent girls (N= 247) from racially and ethnically diverse backgrounds were surveyed as part of a larger study investigating the development of poor urban youth. Participants responded to items tapping global self-esteem, team sports achievement, and athletic self-evaluations. The results of hierarchical regression analyses indicate that girls' team sports achievement experiences in early adolescence are positively associated with self-esteem in middle adolescence. This relationship is partially mediated by team sports self-evaluations. Applications of these findings to the development of interventions designed to enhance the self-esteem of young women and girls are discussed.
... • Pedersen and Siedman (2004) found adolescent team sport achievement and mastery in team sport to relate to girls' global self-esteem during middle adolescence. Team sport self-evaluation was found to be a mediator between achievement and self-esteem (Pedersen & Siedman, 2004). ...
... • Pedersen and Siedman (2004) found adolescent team sport achievement and mastery in team sport to relate to girls' global self-esteem during middle adolescence. Team sport self-evaluation was found to be a mediator between achievement and self-esteem (Pedersen & Siedman, 2004). Achievement and self-esteem were found to be partially mediated by girls' perceptions of competence and interest in team sport (Pedersen & Siedman, 2004). ...
... Team sport self-evaluation was found to be a mediator between achievement and self-esteem (Pedersen & Siedman, 2004). Achievement and self-esteem were found to be partially mediated by girls' perceptions of competence and interest in team sport (Pedersen & Siedman, 2004). Interestingly, Pedersen and Siedman (2004) did not find adolescent individual sport achievement to relate to girls' global self-esteem, suggesting girls benefit significantly from the esteem-enhancing qualities of team sport. ...
Girls and Women shines a light on the current landscape for girls and women in sport reflected in the latest data from nearly 500 research reports and results from a new national survey of more than 2,300 women working in women's sport. Taking stock of where we are in achieving gender equity in sport requires study, transparency and candor. This groundbreaking report brings together the latest facts and milestones and elevates the voices of women offering fresh insight and perspective. Importantly the report includes calls to action to help propel momentum for change. Stakeholders in all areas of sport, from grassroots to high school, college and elite athletics, collegiate administrators, coaches, policymakers, leaders in the corporate and media sectors all have a critical role to play. The WSF is committed to keeping these conversations at the forefront and working collaboratively with others to accelerate the pace of change. Continued progress depends on comprehensive, up-to-date information in real time. Only when we operate from a shared understanding of the landscape can we ensure thoughtful conversation and sound decision-making necessary for progress. From playing fields to board rooms, girls and women continue to live out their passion for sport. As these accomplishments are celebrated, let's continue to examine the gaps and opportunities to ensure that all girls and all women can get in the game. Only then will we be able to realize the full potential unleashed by sport. All girls. All women. All sports.
... D'Anna et al. [9] conducted a research to assess self-esteem in a variety of athletes, impact of gender in determining self-esteem. [10] Sport participation has been linked to an increase in self-esteem, according to the previous researches, Wagnsson et al. [11] Pedersen and Seidman; [12] Slutzky and Simpkins; [13] and Daniels and Leaper [14] all employed a longitudinal design to look into the relationship between sport activity and self-esteem. Following a literature review on self-esteem in athlete participating in individual and team sports, the study's broad objectives were defined: First, to investigate if there was a difference in aggression levels between standing and seated para-throwers, and second, to determine the current status of selfesteem among elite para-throwers, and at last, to provide athletes and coaches with meaningful recommendations after the study's conclusion. ...
... [11] Similarly, Pedersen and Seidman's findings showed that global self-esteem rose over time. [12] In addition, Slutzky and Simpkins [13] stated that people who competed in team sports instead of individual sports had a better sense of self-awareness about their sport. Self-esteem was higher in those who had a positive sport self-concept. ...
The degree of valuation and competency that we give to ourselves determines our self-esteem. We may boost our self-esteem by having a good perception of our bodies as well as the physical talents and abilities we develop through sports. We gain a sense of positive self-worth as a consequence of the praise we receive through family and friends, as well as the social bonds we form as a result of our participation in sports and physical activity. Self-esteem plays a key role in athletic performance and sporting success. In the past, studies have focused on the self-esteem concept of sports psychology in sports in elite athletes; however, there is little research on self-esteem in para-sports. This study aimed to examine the self-esteem of elite Indian para-throwers who participated at the international level. Based on this, the aim of this study was to investigate the mental self-esteem levels of elite Indian. The study group of the research consisted of 11 para-throwers (6 = standing thrower and 5 = seated thrower) who participated at the international level (Paralympic, World Championship, World Grand Prix) aged 18–40 years. Purposeful sampling approaches and easily accessible sampling methods were used in the selection of the study group. The scale form was used to collect research data. The study consisted of two parts. In the first part, of this form, there was a personal information form developed by the investigator to collect demographic information of athletes, and in the second part, there was the “Rosenberg Self-Esteem Scale” developed by Rosenberg (1965). After analysis of the data, it was found that there were no significant differences in self-esteem level at level 0.05 in both groups of para-throwers and most of the para-athletes found average on self-esteem concept.
... One study suggested that team sports generate higher levels of social support from friends and family for girls, compared to participation in individual sports, which in turn may increase engagement with physical activity [41]. The team environment may influence adolescent girls' selfesteem from the opportunities to engage with friends in accomplishing a collective goal [42], compared to individual sports [43]. Furthermore, participation in team sports in adolescent girls might be related to increased self-esteem due to heightened engagement and social support, which is also linked with lowered levels of depressive symptoms [41][42][43]. ...
... The team environment may influence adolescent girls' selfesteem from the opportunities to engage with friends in accomplishing a collective goal [42], compared to individual sports [43]. Furthermore, participation in team sports in adolescent girls might be related to increased self-esteem due to heightened engagement and social support, which is also linked with lowered levels of depressive symptoms [41][42][43]. ...
Sports participation has been linked to various health outcomes; however, there is scant literature exploring this relationship in developing countries. We used a mixed method approach to examine the association between sports participation and mental health of Bangladeshi adolescents (n = 320; 13–17 years; 59% boys) and to explore sports preferences and barriers to sports participation across genders. A survey collected team and non-team sports participation, depression, and life satisfaction. Focus groups (16 boys, 16 girls) explored preferences for, and barriers to, sports participation. Regression analysis showed that higher team and non-team sports participation were associated with lower depressive symptoms in boys (β = −1.22, 95% CI:−2.55 to −0.10; β = −2.50, 95% CI:−3.83 to −1.16, respectively), while greater participation in team sports was associated with less depression in girls (β = −2.44, 95% CI:−4.63 to −0.24). Participation in team and non-team sports was positively associated with life satisfaction for boys and girls. Boys reported preferences for playing football and cricket, while girls favored skipping and running. Prolonged time on electronic devices was reported as barriers to sports participation in both genders. Furthermore, household chores, family restrictions, and unsafe environment were reported by girls. Participation in team sports may provide mental health benefits for both genders, while non-team sports may be more beneficial to boys than girls.
... Studies have found that sports and physical activities can contribute to social inclusion by bringing women from different social, cultural, and economic backgrounds together to share similar interests (Bailey, 2005). As part of a Canadian study by Pedersen and Seidman (2004) young women living in low-income urban areas were surveyed to investigate the effect of team sports on their self-esteem. Results suggested that team sports and activities might help to give young women a sense of empowerment and increase their self-esteem (Pedersen & Seidman, 2004). ...
... As part of a Canadian study by Pedersen and Seidman (2004) young women living in low-income urban areas were surveyed to investigate the effect of team sports on their self-esteem. Results suggested that team sports and activities might help to give young women a sense of empowerment and increase their self-esteem (Pedersen & Seidman, 2004). More systematic evaluations are needed to determine how physical activity influences young women's self-image and social inclusion. ...
The importance of physical activity in improving physical and mental health has been emphasised in many studies. Researchers in Saudi Arabia have reported an increase in physical inactivity among Saudis, especially among the female population in the past 25 years. Current efforts in the field in Saudi Arabia have yet to explore barriers and facilitators that influence women’s participation in physical activity or means of improving their rates of participation. To learn possible ways of increasing Saudi women’s participation in physical activity, this thesis aims to identify approaches to improving physical activity levels among the female population in Saudi Arabia. This thesis adopted participatory action research to (i) assess the current context of physical activity participation among female university students attending the King Saud University (KSU) in Saudi Arabia; (ii) explore means of increasing participation in physical activity among female university students in Saudi Arabia; and (iii) assess factors influencing women’s motivation to increase their activity levels. This thesis comprises two research phases. In the first phase, a cross-sectional survey of 375 female university students, who completed the short form of the International Physical Activity Questionnaire, was followed by 14 in-depth interviews with female university students and 16 with female athlete trainers. The second phase of the research consisted of multiple group discussions held over a period of three months, in which 13 female university student participants actively engaged in planning, implementing, and monitoring actions aimed to improve their participation in physical activity. Second phase data collection methods included diaries, audio recordings of group discussions, and assessment booklets.Results from the first phase of the study showed that most participants (91%) spent more time in walking activity compared to moderate (66%) and vigorous activity (57%) for at least 10 minutes at a time over the past seven days. Barriers to their participation included limited facilities for physical activities, academic workload, gender role, and the need to adhere to cultural standards. Facilitators included noticing positive results, general health concerns, and support from significant others. Results from the second phase suggested that self-motivation and social support were significant factors that appeared to influence the young women’s commitment to maintaining physical activity. Knowledge gained from this thesis might provide a basis for organisations and public health authorities to better tailor physical activity interventions that address women’s needs and perceptions. These findings are an important contribution to the current knowledge in light of recent advancements of women’s rights in Saudi Arabia.
... Involvement in structured PA appears to have positive psychological effects pertaining to self-perceptions among various groups of underserved girls. For middle school girls in variant SES groups (Barr- Anderson et al., 2007), diverse urban adolescent girls (Pedersen & Seidman, 2004), Latina girls (Borden et al., 2006), and adolescent girls in general (Biddle et al., 2005;Donaldson & Ronan, 2006;Shaffer & Wittes, 2006;Tracy & Erkut, 2002), participation in structured PA results in higher levels of self-efficacy, confidence, self-esteem, physical competence, self-worth, and body esteem. Evidence of a "more is better" model indicates that higher levels of involvement in PA and sports appear to translate into greater positive self-perceptions, health outcomes, and developmental experiences for girls (Barr-Anderson et al., 2007;Hansen & Larson, 2007;Sirard, Pfeiffer, Dowda, & Pate, 2008;Zarrett, Veliz, & Sabo, 2018). ...
... Team sport participation may hold particular utility for producing positive outcomes. Underserved girls who resist pressure to conform to traditional gender roles at the onset of puberty and who achieve in team athletics show more positive self-esteem development in middle adolescence than girls who are not afforded the opportunity or choose not to play team sports (Pedersen & Seidman, 2004). Girls across all grade levels from 3 rd to 12 th grades who participate in a team sport are more content and report a higher quality of life than girls not on a team . ...
Wiese-Bjornstal, D. M.APA, & Wood, K. N.* (2018). Sport injuries among female children and youth. In the 2018 Report of the Tucker Center for Research on Girls & Women in Sport, Developing physically active girls: An evidence-based multidisciplinary approach (pp. 73-98). University of Minnesota, Minneapolis, MN.
... Soccer is a popular, accessible, and easy-to-learn sport that offers children opportunities for enjoyable physical activity. Recreational soccer also has the potential to promote social interactions that may have an impact on perceived psychological status [15]. This was confirmed recently by Seabra et al., who found a positive influence of soccer on perceived psychological status [16,17]. ...
... Moreover, Pedersen and Seidman stated that recreational soccer has the potential to promote teamwork, sharing, and better interpersonal relationships with peers and adults, all of which provide opportunities to enhance perceived psychological status [15]. This was confirmed with several recent studies which found that recreational soccer programmes had positive effects on the psychological status of children [16,43,[47][48][49]. ...
School-based programmes have shown promising results in the reduction of aggressive behaviour, but the effectiveness of physical activity modalities among adolescents remains to be determined. The aim of this study was to determine the effects of a school-based soccer programme on physical fitness and aggression in adolescent students. One hundred and five high school students were randomized to a small-sided soccer training group (SG) or a control group (CG). In addition to the regular physical education classes performed as part of a curriculum, the SG completed eight months of small-sided soccer training twice a week after school. Aerobic fitness (YYIR1), vertical jump (VJ), backward overhead medicine ball throw (BOMBT), and Buss and Perry’s aggression questionnaire were evaluated before and after eight months of training. Greater improvements
were observed in the SG than in the CG in the BOMBT (%diff=4.3, ŋp 2 =.308) and YYIR1 tests (%diff=2.2, ŋp 2 =.159), and physical aggression subscale (%diff=-12.1, ŋp 2 =.144). Extra, school-based recreational soccer for adolescents was accompanied by a significant improvement in physical fitness, compared to physical education classes only. Moreover, the implementation of recreational soccer into regular physical education
classes seems to be a potentially appropriate stimulus for reducing aggression in high-school students.
... For example, team sports achievement is associated with team sports achievement and self-esteem, and individual sports may process the same association but are weaker than team sports, whereas, on the other hand, violation of the expected achievement may lead to the reduction in agency factors. 51 Therefore, students who won competition matches and scored highly in table tennis performance may experience a higher sense of achievement and potentially higher selfesteem. However, this might not always be the case, as winning the competition was not the most weighted item in the current table tennis assessment, accounting for only 20%, whereas the other 80% weight scored the skills in forehead strike. ...
Background
Anxiety symptoms are widely observed among the youth, and engagement in sports has been demonstrated to mitigate these symptoms. Nonetheless, the effectiveness of specific sports and the potential moderating role of psychological factors, such as self-esteem and self-efficacy, on the influence of sports on anxiety, remains to be elucidated. This study was designed to longitudinally assess the impact of sports participation on anxiety symptoms among young individuals.
Methods
The study encompassed 163 university students, with a male predominance of 81.6%, and explored the influence of sport-related factors (such as mastery of table tennis skills, level and engagement) and psychological aspects (including self-efficacy, self-esteem and resilience) on anxiety symptoms, employing an 8-month longitudinal approach. Physical activity, sedentary and sleep behaviour, along with age, body mass index (BMI), and sex, were accounted for as confounding variables.
Results
The study found that high table tennis performance score was found to buffer the development of anxiety symptoms in students with decreased self-esteem in an exploratory moderation model. Self-esteem and self-efficacy were negatively associated with the development of anxiety symptoms, whereas physical activity factors did not have a direct effect.
Conclusion
This study highlights the potential of table tennis as a form of sport to alleviate anxiety symptoms in university students, particularly among those with decreased self-esteem. Future research should address the study’s limitations and explore the potential moderating effects of other psychological factors. Overall, these findings suggest a potential new approach to treating anxiety symptoms among university students.
... Team sports self-evaluations serve as a partial medium for this interaction. Applications of these findings to the creation of programs that aimed at boosting young girls and women's self-esteem are explored [15]. ...
The study's goal was to determine how small-sided mixed recreational team sports can have an effect on exercise motivation, sleep, depression, overall well-being, self-esteem, and eating disorders in young male students. There were 26 male students in total, of whom 16 were placed in the experimental group and 9 were placed in the control group. Three times each week for 12 weeks, mixed recreational team games were provided to the experimental group. Small-sided basketball, handball, and football were among the mixed-gender activities. 30 minutes were allotted for the training. Using common questionnaires, all psychological factors were examined. Group differences were examined at the baseline and post-intervention levels using an Independent T-test. Analysis of data shows significant differences in the scores of depression in the experimental group compared to the control group. However, significant differences were not seen in the scores of self-esteem and motivation to exercise. We have observed a significant change in the eating disorder global score. Quality of sleep and improvement in general well-being were observed. Mixed recreational games were effective in reducing depression scores post-12 weeks of intervention. There is no improvement in the self-esteem of students which is not an encouraging sign in the post-COVID-19 scenario, especially among the young population. Quality of sleep and general well-being were improved.
... Likewise, other study examining the effects of a comparable program on well-being demonstrated positive enhancements in both physical and psychological well-being (80). Moreover, in previous programs with obese boys was observed an improvement on perceived psychological status, showing that recreational football as a teambased activity has the potential to promote teamwork, sharing and social interactions that offer opportunities to improve perceived psychological status (22,81,82). ...
Introduction
Noncommunicable diseases and obesity are between the major health threat due to consumption of unhealthy foods and limited time spent on physical activities, a situation of particular concern among children. Since children spend most of their time at school, this study intends to investigate the effect of a school intervention program, which combines recreational football and nutrition education, on body composition, physical fitness, physical activity, blood pressure and heart rate, eating behaviours, nutritional knowledge, and psychological status in elementary school children.
Methods
A total of 67 children, between 7 and 10 years old, were allocated into three groups: the Football Group (FG) which held 2 weekly sessions of 60 min of recreational football, the Nutrition and Football Group (NFG) which held 2 sessions per week of 60 min of recreational football plus 60 min of nutritional education and the Control Group (CG) which maintained its usual curriculum. The intervention lasted 12 weeks. All measurements were collected before and after the intervention.
Results
Intervention groups significantly ( p < 0.05) improved BMI Z-score, rest heart rate, horizontal jump and shuttle test, physical activity level, and psychosocial health. The NFG group significantly decreased ( p < 0.05) waist-to-height ratio and blood pressure, and significantly increased ( p < 0.05) nutritional knowledge, fruit, and fish consumption. While FG significantly decreased ( p < 0.05) the percentage of fat mass and significantly increased ( p < 0.05) muscle mass and performance in the 20 m sprint.
Discussion
The results have shown to improve nutritional status, explosive strength, aerobic and neuromuscular fitness, as well as increase the level of physical activity. The nutritional education sessions contributed to increase nutritional knowledge and to improve the consumption of healthy food groups in a ludic-educational way. The “Football and Nutrition for Health” program was able to induce short-term improvements in several health markers, highlighting the role of the school curriculum in children's health.
... This suggestion is supported by studies reporting that participation in team sports decreases the odds of smoking (Kleppang et al., 2018;O'Loughlin et al., 2014;Harrison and Narayan, 2003;Pate et al., 2000). Participating in team sports builds strong social networks (Eime et al., 2013), and involvement in team sports has been associated with fewer mental health difficulties (Boone and Leadbeater, 2006;Taliaferro et al., 2008;Gore et al., 2001;Steiner et al., 2000), lower risktaking behavior (Steiner et al., 2000), and enhanced social acceptance and self-esteem (Boone and Leadbeater, 2006;Pedersen and Seidman, 2004), all of which may relate to decreased smoking rates. However, there are also studies that have reported that individual sport participators are less likely to smoke than those participating in a team sport (Mattila et al., 2012;Rolandsson et al., 2014), and that the probability of Table 3 The association between PAL of friends and weekly smoking. ...
Background:
Smoking is inversely related to people's Physical Activity Level (PAL). As the behavior of friends may affect the choices and behavior of adolescents, having friends with a high PAL may potentially protect against adolescent smoking. This study aims to assess whether adolescents' smoking is associated with the PAL of their friends.
Methods:
SILNE-R survey data of 11.918 adolescents from 55 different schools in 7 European cities was used to determine weekly smoking, individual PAL, PAL of friends, school PAL, and smoking of friends. Multilevel, multivariable logistic regression analysis were used to assess the association between the PAL of friends and weekly smoking. Several socio-demographic variables were included as covariates in the analysis.
Results:
Our results indicated that 10.8% of the respondents was smoking weekly. Weekly smoking was most common among adolescents whose friends had a PAL of 0-42.0 min per day (14.5%). Respondents were significantly more likely to be smoking weekly if their friends were on average 0-42 min vs. 80-180 min physically active (OR 1.27 [95% CI 1.04-1.55]). This association existed independently of the individual PAL of respondents. Stratification for smoking of friends yielded equal results, although the association appeared to be somewhat stronger for those with smoking friends (OR 1.38 [95% CI 1.06-1.82]) .
Conclusion:
Adolescents are less likely to smoke weekly if they associate with friends who spend >80 min per day on physical activity. Initiatives aimed at the prevention of smoking among adolescents may benefit from organizing group-based physical activity programs.
... Participating in school sports can also provide opportunities for students to develop leadership skills (Martinek et al., 2006). Through their participation in sports, students learn to take on roles such as team captain or cocaptain, developing important leadership skills such as motivation, communication, and decision-making (Pedersen & Seidman, 2004). They learn to set goals and work towards them, while also supporting and motivating their teammates to do the same (Edmondson, 2002). ...
This article investigates the influence of school sports on students’ social skills through regression analysis. The study analyzes the variables of self-esteem, communication skills, teamwork skills, and empathy. The findings demonstrate meaningful and positive associations between these variables and social skills. These results underscore the significance of integrating school sports programs as a strategy to improve students’ social skills. Educators and schools should acknowledge the potential of sports activities in fostering self-esteem, communication, teamwork, and empathy, thus facilitating comprehensive social development among students.
... Örneğin okul takımlarında yer alan Latin kökenli Amerikalı ergenlerin özgüvenlerinin ve okula bağlılık düzeylerinin arttığı görülmüştür (Erkut ve Tracy, 2002). Yoksul bir bölgede yaşayan farklı etnik kökene mensup kız öğrencilerle yürütülen bir başka çalışmada da benzer şekilde erken yaşlarda bir okul takımında oynayan kız öğrencilerin ergenliklerinde özgüvenlerinin arttığına dair bulgular elde edilmiştir (Pedersen ve Seidman, 2004). ...
Eğitim tüm çocukların en temel hakkı olsa da özellikle dezavantajlı gruplara mensup çocukların birçok zorluk ile karşı karşıya olduğu bilinen bir olgudur. Tüm bu zorlukların farkında olmak ve bu zorlukların ortadan kaldırılması için çalışmalar yürütmek gerekmektedir. Nitelikli eğitim” ve “ Eşitsizliklerin azaltılması” Birleşmiş Milletler Üyesi ülkeler tarafından 2030 sonuna kadar ulaşılması amaçlanan 17 Sürdürülebilir Kalkınma Amaçları arasındadır. Eğitimde sosyal adalet, farklılıkların eğitimde yarattığı dezavantajlı durumların öğrencilerin akademik başarıları üzerindeki etkisini ortadan kaldırmayı ya da azaltmayı hedeflemektedir ve bu bağlamda öğretmenlere önemli sorumluluklar düşmektedir. Beden eğitimi sahip olduğu misyon ile çocukların çok boyutlu gelişiminde önemli bir yere sahiptir. Çocukların gelişimlerinin önündeki dezavantajlı konumlarından kaynaklı koşulların ortadan kaldırılması için çaba sarf etmek beden eğitimi öğretmenlerinin önemli, güncel rollerinden biridir. Bu çalışmada bu bağlamda ilk olarak sosyal adalet kavramı ele alınmış, ardından beden eğitimde sosyal adalet konusu yurtiçi ve yurt dışı alanyazın ışığında tartışılmıştır. Son olarak beden eğitimi öğretmenlerinin sosyal adalet bağlamında rol ve sorumlukları irdelenerek, çeşitli önerileri sunulmuştur.
... Jane McGonigal (2015) also states that playing games can improve optimism. Pedersen et al. (2004) developed similar research on sports performance and self-esteem that had their improvement proven in adolescent girls after participating in sports achievement experiences. Unlike the work mentioned above, Ti-Games is not a physical sports competition. ...
Factors impacting technology adoption encompass technical, organizational, and human issues. This paper shows two projects that aim to develop students’ digital aptitude by promoting a culture change from a game prejudiced environment into a habitat of technology-prone users. The first project, Ti-Games Maricá, took place three years ago, encompassing 50 schools in Maricá, in the State of Rio de Janeiro, and consisted of a school versus school game tournament, a series of workshops, talks, and other activities involving games. The research’s main goal was to observe the impact of games in schools on increasing students’ self-esteem and professional perspectives in technological fields. Another goal was to improve the use of technology in schools beyond administrative tools, attending to one of BNCC’s recommendations. Based on the massive popularity of electronic games as a hobby for young Brazilians perceived in this previous project, the EducaTech-RJ project, on the other hand, consists of workshops that involve students on the theme “culture and digital literacy with a focus on computer games.” The target audience is all the secondary schools of Rio de Janeiro State, engaging 1231 schools. The project aims to increase student's awareness of the possibilities of adopting, manipulating, and creating technology. The workshops are also an opportunity to collect data about technology adoption and envision technology as an educational tool in schools.
... These children must learn to listen to both the coach and the rest of the team and to accept and respect those companions who are less skilled in the sport. Several studies have found that children who participate in team sports have less depression, better academic performance, greater self-esteem, and fewer health problems in general [55,56]. ...
The purpose was to analyze the relationship between new family and social patterns and child emotions in the dental clinic. The sample consisted of 174 children between the ages of four and nine. Parents completed 20 questions that referred to social, family, cultural, and economic factors. The Wong–Baker scale was completed by the children after the end of the treatment. A total of 129 of the children were found to be extremely happy (45.4%) or happy (28.7%) with the dental care received. There were statistically significant differences (p < 0.05) between younger children and sad and incredibly sad faces on the Wong–Baker test with a strong association (V > 0.3). Regarding children who practiced team sports, the chi-square test revealed a very significant association with happy and incredibly happy faces (p < 0.001) and the Cramer statistic evidenced a strong relationship between team sports and less dental fear (V > 0.3). Considering the limitations, small children (4–6 years) would be more fearful. In addition, stable environments in the family life of children (appropriate routines, adequate time spent with videogames, sport activities) could be interesting factors for improved control of fear and emotions in children. Further research is needed in this field.
... Some previous longitudinal research has revealed positive associations between sport participation and later self-esteem [25,51]. For example, in a longitudinal study of females, team sport achievement experiences in early adolescence were positively associated with self-esteem three years later [52]. Sport participation affords adolescents opportunities to build sport competencies and, in turn, their self-concept of their abilities [51]. ...
This study aimed to (1) investigate gender-specific characteristics associated with low sport participation among UK adolescents, and (2) assess gender-specific BMI tracking, and gender-specific associations between BMI and self-esteem based on different levels of adolescent sport participation. Participants were 9046 (4523 female) UK adolescents. At 11- and 14 years self-esteem was self-reported and BMI was calculated from objectively measured height and weight. At 11- years sport participation was parent-reported. Gender-specific sport participation quartile cut-off values categorised boys and girls separately into four graded groups. Gender-specific χ2 and independent samples t tests assessed differences in measured variables between the lowest (Q1) and highest (Q4) sport participation quartiles. Adjusted linear regression analyses examined BMI tracking and associations between BMI and self-esteem scores. Gender-specific analyses were conducted separately for sport participation quartiles. Compared to Q4 boys and girls, Q1 boys and girls were more likely to be non-White, low family income, have overweight/obesity at 11 years and report lower self-esteem at 11 years and 14 years. BMI at 11 years was positively associated with BMI at 14 years for boys and girls across sport participation quartiles. BMI at 11 years was inversely associated with self-esteem scores at 11 years for Q1 and Q2 boys, and Q1 and Q4 girls. BMI at 11 years was inversely associated with self-esteem scores at 14 years for Q1, Q3 and Q4 boys, and Q1, Q2, Q3 and Q4 girls. Gender and sport participation influence BMI tracking and the BMI and self-esteem association among adolescents.
... Pedersen [11] developed a similar research on sports performance and self-esteem that had their improvement proven in adolescent girls after participating in sports achievement experiences. TI-Games, unlike the work mentioned above, is not a physical sports competition, but it can be considered an electronic sports competition, which seems to us to answer the question about the use of games in school, increasing self-esteem and confidence from the students. ...
Brazil is one of the largest video game markets in the world, however, its own game industry is almost nonexistent. Although at first unrelated, Brazil’s public schools focus little on technology use beyond day-to-day affairs, even though Brazil’s National Curriculum guiding document - BNCC, recommends the use of technology in significant ways that stimulate student’s critical thinking. The city of Maricá, Rio de Janeiro, Brazil, decided to legitimize games in schools via a yearlong project, to stimulate local game industry and comply with the National Curriculum guidance. This research was based on results regarding the yearlong experiment with students held during the aforementioned project, called Ti- Games. This initiative involved all fifty schools of the city and is an attempt to answer whether games in schools can or cannot help stimulate student’s confidence in relation to game industry professions. Answers were drawn from 88 students who managed to reach semi-finals and were involved with activities during the whole school year. The study will also show other secondary impacts resulting from the Ti-Games project.
... Team sports involvement was found to be particularly beneficial, as it has been associated with lower risk-taking, mental or general health problems, depressive symptoms, and social isolation, as well as greater life satisfaction and social acceptance than non-participation (Eime et al., 2013). One longitudinal study of adolescent girls found that team sport achievement was associated with higher self-esteem 3 years later (Pedersen & Siedman, 2004). ...
Adolescent sexual violence (SV), which includes non-contact verbal sexual harassment (SH) and forced sexual contact (FSC), is a significant public health problem with long-term impacts on health and well-being. Understanding how sports participation is linked to SV can inform prevention efforts; however, the current literature is unclear about the nature of this association. Using data from 20 high schools, we investigate whether athletes in certain sports are at higher risk of SH and FSC perpetration than either other athletes or sports non-participants, and whether the risk is moderated by gender, dismissiveness of SV, or substance use intentions. We also utilize social network data to explore the role of relationships with peers and trusted adults to attenuate SH and FSC perpetration. Second, we incorporate characteristics of friends to further examine the role and composition of peer groups in the association between sports participation and perpetration of SH and FSC. Findings revealed a bivariate association between sport contact level and SH perpetration, but not FSC, and the association disappeared after adjusting for other covariates. Most prominently, dismissiveness of SV, intentions to use substances, and prior perpetration had the strongest association with perpetration regardless of sport contact level. Results also provided some support for the influence of peers and trusted adults in the sports context. Notably, the percentage of friends who perpetrated FSC and the percentage of friends who play a low-contact sport were positively associated with FSC perpetration, and the percentage of friends who play a high-contact sport was positively associated with SH perpetration. The paper concludes with a discussion of the sports context as an important venue for comprehensive prevention efforts, including a focus on changing norms around adolescent SV and substance use.
... This may be because ice hockey is a sport with approximately 20 players per team, where the cost of ice rental makes it more difficult to practice in isolation. Less isolation and the esteem-enhancing qualities of a healthy team environment are conducive to very positive self-perception, which is to be expected from a group of elite players [42,43]. These findings moderate the associations between RAE, SSE and perceived competence, which may be somewhat reassuring for the psychological health of elites who choose to invest in a single sport at a young age or for those disadvantaged by their birthdate. ...
The relative age effect (RAE) and early sport specialization (ESS) have been of growing
interest in the sports world, especially in ice hockey, because of their potential adverse effects. However, little is known about their distribution within each level of play in Canadian minor ice hockey, or whether they influence young people’s perceived competence, a variable of interest in long-term sports development. A sample of elite adolescent players (N = 204) and a sample of recreational and competitive players (N = 404) were used to measure these constructs, and chi-square tabulations were conducted to compare their distribution. Our results reveal that RAE (χ 2 = 20.03, p < 0.01, Cramer’s V = 0.13) and ESS (χ 2 = 66.14, p < 0.001, Cramer’s V = 0.24) are present, but there are apparently no gender differences in their distributions. Neither the level of RAE nor ESS seems to affect the perceived competence of the players, regardless of gender. The results of this study highlight the presence of RAE and ESS in Canadian minor ice hockey, especially at the elite level, but indicate that they do not affect the self-perception of ice hockey players. Additional research on these concepts is needed to obtain a complete picture of their potential impact on sports development.
... With socialization in sport, one may see an improved selfesteem and increased feelings of interconnectedness. 48,49 Removal of these beneficial aspects of socialization can be considerable and may leave an athlete feeling isolated with experiences such as shame, guilt, or depression. To mitigate this, an athlete should be allowed to engage in nonexertional team-based activities, meetings, and gatherings as tolerated. ...
Participation in youth sport is not without the potential for risk including exposure to injury and sport-related concussion (SRC). SRC is an injury that disproportionately affects active youths and carries with it numerous psychological, social, and biological implications. This article aims to (1) examine the scope of the problem that SRC poses for the athletic community, (2) explore the social impact that SRC and media portrayal of this injury has, (3) discuss how this may affect an athlete who has experience SRC and efforts to return to activity, (4) and evaluate a meaningful way to navigate all of these factors with athletes who experience SRC.
... Concerning sport type, previous research has shown how participating in team sports can lead to reductions in anxiety 25 , increases in life satisfaction 27 , enhanced emotional self-efficacy 28 , and reductions in depressive symptoms 29 . However, individual sport athletes scored higher than team sport athletes on all dimensions of the instrument (i.e., emotional, psychological, and social well-being). ...
Physical activity occurring through organized sport has been positioned as an engaging manner not only to prevent chronic-degenerative diseases but also to promote healthier societies. However, there is a lack of evidence linking competitive sport participation in the club environment in promoting youth athletes’ psychosocial development and mental health. Thus, this study aimed to analyze the effects of age, sport type, and training experience on the psychosocial development and mental health of youth Brazilian club athletes. Participants were 220 male adolescent athletes (Mean =14.09 years; SD = 2.21) from individual and team sports. Instruments included the Portuguese Youth Experience Survey for Sport (P-YES-S) and the Portuguese Mental Health Continuum – Short Form (P-MHC-SF). Correlation and multilevel linear regression analyses were performed. The results indicated a moderated correlation between both questionnaires. For the P-YES-S, model effect estimations showed variation for age in the Personal and Social Skills dimension and variations for training experience in the Cognitive Skills and Negative Experiences dimensions. For the P-MHC-SF, model effect estimations showed variation for age in the Emotional Well Being dimension and variation for sport type in Social Well Being and Psychological Well Being dimensions. More research is needed to continue examining how characteristics of sport participation are related to psychosocial development and mental health.
... These results could relate to the positive effect that physical activity has on mental health. 40 Team sport participation typically facilitates greater physical activity frequency and higher intensity exercise, which can lead to better mental health through psychological mechanisms such as increased self-esteem, 41 better perceptions of the physical self, 42 changes in neurotransmitters associated with emotions such as dopamine, and serotonin, 43 and increased social interactions. 12 Although researchers have observed that sport participation in adolescence can have lasting effects into young adulthood, 17 our study emphasizes the importance of team sport participation throughout this transition. ...
We examined relationships between pattern of team sport participation during the transition from adolescence to young adulthood (i.e., non‐participants, initiators, discontinuers, sustainers) and indicators of mental health. Data on team sport participation and mental health from high school to young adulthood were drawn from the longitudinal NDIT study. After controlling for demographics, physical activity, and previous mental health, one‐way MANCOVA and ANCOVAs indicated that pattern of team sport participation was associated with stress, F(2,706) = 8.28, p < .01, and coping, F(2,706) = 10.66, p < .01 in young adulthood. Compared to non‐participants (24% of sample) or those who discontinued team sport after adolescence (51%), individuals who sustained team sport participation from adolescence to young adulthood (22%) reported lower stress, and better coping levels. Bivariate regression analysis indicated that, compared to non‐participants, team sport sustainers were less likely to experience panic disorder symptoms (OR = 0.57, 95% CI [0.34, 0.94], p = .03). There were too few team sport initiators (2%) to be included in analyses. Sustained team sport participation during the transition from adolescence to young adulthood may promote better mental health. Further research is needed to ascertain causality and develop strategies to encourage individuals to join sport teams during adolescence and sustain participation while transitioning to young adulthood.
... These results could relate to the positive effect that physical activity has on mental health. 40 Team sport participation typically facilitates greater physical activity frequency and higher intensity exercise, which can lead to better mental health through psychological mechanisms such as increased self-esteem, 41 better perceptions of the physical self, 42 changes in neurotransmitters associated with emotions such as dopamine, and serotonin, 43 and increased social interactions. 12 Although researchers have observed that sport participation in adolescence can have lasting effects into young adulthood, 17 our study emphasizes the importance of team sport participation throughout this transition. ...
Background: Team sport participation contributes to positive outcomes, including increased physical activity, better mental health, and enhanced social engagement. However, longitudinal studies show that team sport participation during adolescence is also associated with unhealthy lifestyle habits, including harmful substance use behaviors. Our objectives were to examine these associations in an adolescent sample, assess differences between sexes, examine the association by sport type, and investigate whether associations carry into young adulthood.
Method: Over five years of high school participants reported team sport participation, smoking status, and frequency of alcohol use, three years post-high school participants reported the same behaviors as well as marijuana use.
Results: Regression analyses accounting for individual clustering revealed that participation in team sport during high school was associated with an increased likelihood of current smoking in males and more frequent drinking in both sexes during adolescence. These relationships were strongest in individuals who participated in football. Further analyses revealed that team sport participation in high school was associated an increased likelihood of more frequent binge drinking in young adulthood; however, team sport participation in young adulthood was associated with a decrease in the likelihood of cigarette smoking and marijuana use in young adulthood.
Conclusion: Overall, results confirm that team sport participation in adolescence is positively associated with substance use in adolescence, and this association differs by sex. However, team sport participation in young adulthood is negatively associated with harmful substance use. Further research is needed to understand if these trends generalize beyond White adolescents and young adults.
... Besides physical aggression, our results showed a significant reduction in verbal aggression and anger. Our results support the fact that those who are engaged in team sports have the potential to promote teamwork, sharing, and better interpersonal relationships with peers and adults, which may significantly contribute to enhancing psychological status (Pedersen and Seidman, 2004). Additionally, compared to other team sports, there is no direct physical contact in volleyball that could lead to the use of physical violence more often (Mutz, 2012). ...
... Besides physical aggression, our results showed a significant reduction in verbal aggression and anger. Our results support the fact that those who are engaged in team sports have the potential to promote teamwork, sharing, and better interpersonal relationships with peers and adults, which may significantly contribute to enhancing psychological status (Pedersen and Seidman, 2004). Additionally, compared to other team sports, there is no direct physical contact in volleyball that could lead to the use of physical violence more often (Mutz, 2012). ...
This study aimed to determine the effects of an after-school volleyball program on aggression and physical fitness in 14–16 years old students. One hundred and seven participants were randomized to a small-sided volleyball (SSV) training group or a control group (CON). The SSV group completed 8 months of small-sided volleyball training twice a week after school in addition to the regular physical education classes. Yo-Yo Intermittent Recovery Level 1 test (YYIRT1), medicine ball throw (MED), vertical jump (VJ), and Buss and Perry’s aggression questionnaire were evaluated before and after 8 months of training. Results revealed a significant interaction effect (group × time) in total sample for physical aggression [F(1, 105) = 17.688; p < 0.001], verbal aggression [F(1, 105) = 4.973; p = 0.028], anger [F(1, 105) = 7.662; p = 0.007], medicine ball throw [F(1, 105) = 36.143; p < 0.001], and YYIRT1 [F(1, 105) = 12.508; p = 0.001]. After-school small-sided volleyball for adolescents was accompanied by a significant decrease in aggression compared to physical education classes only. Additionally, adolescents from SSV group showed better results in physical fitness compared to the control group. Our findings significantly contribute to the understanding of possible mechanisms for reducing adolescents’ aggression, which include enjoyment, motivation, and self-control through sport intervention.
... 13,14,28 Team sports in particular are noted to improve an individual's sense of interconnectedness, feelings of being part of a group, and self-esteem as well as to decrease anxiety. 6,17,44,46 Despite all the benefits, there is a significant and avoidable risk associated with being a member of an athletic team. Hazing is a behavior that has been recently thrust into the spotlight due to repeated disturbing instances. ...
Hazing and bullying are major factors impacting the mental health of athletes. While these behaviors arise from initiation rites and may serve as a means of organizational self-governance, they can rapidly evolve into dangerous and maladaptive behaviors with negative health consequences. Hazing exists as a trial for group entry and potentially to enhance team cohesion. Bullying aims to exclude undesired participants from the athletic group. Both behaviors have the potential to include sexualized violence. The modern athletic culture has mixed views on hazing, with some viewing it as unacceptable, while others consider it an important part of mainstream sports. Bullying has more unified opposition. Early recognition of risk factors for abusive behaviors is critical, as these behaviors, once established, may be difficult to curtail.
... There is a growing literature examining the positive impact of participation in extracurricular activities in children and adolescents' academic success, self-esteem, and well-being Daniels & Leaper, 2006;Donaldson & Ronan, 2006;Pedersen & Seidman, 2004). However, most previous studies have focused on the domain of sports and have included samples of older children and adolescents. ...
The goals of the present study were (a) to explore different aspects of children's participation in structured performing arts activities (e.g., dance and music); and (b) to examine links between participation in performing arts and indices of socioemotional functioning. Participants were N = 166 children (75 boys and 91 girls) in Grade 1 (n = 70, Mage = 6.17 years, SD = 0.38), Grade 2 (n = 44, Mage = 7.07 years, SD = 0.26), and Grade 3 (n = 52, Mage = 8.06 years, SD = 0.37). Parents completed assessments of children's participation in performing arts (activity type, frequency, positive psychological engagement, and stress) and indices of socioemotional functioning. Among the results, children participated most often in dance (particularly girls) and music. There was some evidence to suggest that children were less engaged and experienced more stress in music compared to dance activities. However, participants in music were rated as having fewer peer relationship problems as compared to children who did not participate in performing arts activities. As well, stress in performing arts was positively associated with emotion problems and negatively associated with prosocial behaviors. Results are discussed in terms of the links between performing arts activities and young children's socioemotional functioning.
... Adolescent females participating on sport teams had higher self-esteem than non-participant females (Keane, 2004). Achievement in team sports in early adolescence was associated with increased self-esteem in middle adolescence (Pedersen & Seidman, 2004), and participation by 10-to 12-year-old girls in a four-week sports camp resulted in improvements in their self-esteem (Hoganbruen, 1999). Among a diverse sample of Girl Scouts, nearly one-half reported that participating in an athletic activity made them feel good about, or esteem, themselves (Erkut, Fields, Sing, & Marx, 1996). ...
Wiese-Bjornstal, D. M.APA, & LaVoi, N. M.* (2007, December). Girls’ physical activity participation: Recommendations for best practices, programs, policies and future research. In the 2007 Report of the Tucker Center for Research on Girls & Women in Sport, Developing physically active girls: An evidence-based multidisciplinary approach. University of Minnesota, Minneapolis, MN (pp. 63-90), print version, online version available at http://www.cehd.umn.edu/tuckercenter/multimedia/tcrr.html.
... Adolescent females participating on sport teams had higher self-esteem than non-participant females (Keane, 2004). Achievement in team sports in early adolescence was associated with increased self-esteem in middle adolescence (Pedersen & Seidman, 2004), and participation by 10-to 12-year-old girls in a four-week sports camp resulted in improvements in their self-esteem (Hoganbruen, 1999). Among a diverse sample of Girl Scouts, nearly one-half reported that participating in an athletic activity made them feel good about, or esteem, themselves (Erkut, Fields, Sing, & Marx, 1996). ...
Wiese-Bjornstal, D. M.APA (2007, December). Psychological dimensions of girls’ physical activity participation. In the 2007 Report of the Tucker Center for Research on Girls & Women in Sport, Developing physically active girls: An evidence-based multidisciplinary approach. University of Minnesota, Minneapolis, MN (pp. 7-27). http://www.cehd.umn.edu/tuckercenter/multimedia/tcrr.html.
... Adolescent females participating on sport teams had higher self-esteem than non-participant females (Keane, 2004). Achievement in team sports in early adolescence was associated with increased self-esteem in middle adolescence (Pedersen & Seidman, 2004), and participation by 10-to 12-year-old girls in a four-week sports camp resulted in improvements in their self-esteem (Hoganbruen, 1999). Among a diverse sample of Girl Scouts, nearly one-half reported that participating in an athletic activity made them feel good about, or esteem, themselves (Erkut, Fields, Sing, & Marx, 1996). ...
Wiese-Bjornstal, D. M.APA, & LaVoi, N. M.* (2007, December). Physical activity behavior: What girls do. In the 2007 Report of the Tucker Center for Research on Girls & Women in Sport, Developing physically active girls: An evidence-based multidisciplinary approach. University of Minnesota, Minneapolis, MN (pp. 1-5), print version, online version available at http://www.cehd.umn.edu/tuckercenter/multimedia/tcrr.html.
... In the games and sports, psychological and physiological factors play a significant role in determining the performance level. However, in recent times great importance has been laid to psychological parameters in competitive sports (Tracy & Erkut, 2002;Koivula, Hassmen & Fallby, 2002;Pedersen & Seidam, 2004;Coatsworth & Conroy, 2006;Hein & Hagger, 2007). ...
Self-esteem is the experience of being competent to cope with the basic challenges of life and being worthy of happiness. The purpose of the present investigation was to compare the level of self-esteem between male and female national fencers of Manipur. Forty (40) fencers (male = 20, female = 20) who have represented Manipur in the national fencing championship were taken as the subjects. The age of the subjects ranged from 17 to 25 years. To find out their level of self-esteem, Rosenberg Self-Esteem Scale (RSES) developed by Rosenberg (1965) was administered on the subjects. 't' test was used to analyze the data. Results of the study revealed no significant difference between male and female fencers of Manipur in regard to self-esteem.
Background
Less than one-quarter of US children meet physical activity (PA) guidelines. Understanding the context in which PA occurs and how these contexts may play a role in meeting PA guidelines is an essential step toward developing effective behavioral interventions. The purpose of this study was to examine associations between PA context (sports participation, participation in other organized physical activities, active travel to school, and outdoor play) and the number of days children met PA guidelines in a representative sample of children living in Texas.
Methods
We analyzed cross-sectional data from a statewide sample of fourth-grade children in Texas who completed the 2019–2020 Texas School Physical Activity and Nutrition (Texas SPAN) survey. The Texas SPAN survey was designed to monitor the statewide prevalence of overweight/obesity among school children and assess habitual self-reported obesity-related behaviors, including diet and PA. Weighted Poisson regression models were employed to examine the associations between PA contexts (sports participation, participation in other organized physical activities, active travel to school, and outdoor play) and the number of days children met PA guidelines, adjusting for sex, race/ethnicity, overweight/obesity, urban–rural status, and economic disadvantage.
Results
A total of 16.7% of fourth-grade children met physical activity guidelines every day during the week (mean age = 9.4 ± 0.6 years; female = 48.7, 51.8% Hispanic, mean days meeting PA guideline = 3.6 ± 2.3 days). One in ten (11.2%) children did not meet daily PA guidelines on any day of the week, and 72.1% met them between 1 and 6 days. Participating in sports (b = 0.22, 95%CI:0.14, 0.30), any other organized physical activities (b=0.13, 95%CI:0.017, 0.19), and playing outdoors 1–3 days (b = 0.25, 95%CI:0.04, 0.46) and 4–7 days in the past week (b = 0.77, 95%CI:0.57, 0.97) was significantly and positively associated with the number of days children met PA guidelines.
Conclusion
Participating in sports, participating in other organized physical activities, and playing outdoors may beneficially influence the number of days children meet PA guidelines. PA programs should consider these contextual factors and investigate how to promote organized activities and outdoor play effectively and appropriately among children.
This paper assesses the relevance of social work group methods with athletics and sports programming in urban settings. Exploring the connection between sports teams, sports-related interventions, and groupwork, the authors offer a conceptualization for approaching group interventions utilizing sports, as well as sports teams incorporating social work group principles. Social workers are well-suited to support these types of endeavors, as social work as a profession seeks to work with underserved populations, provide an ethical barometer to professional approaches to well-being, and have multiple methods of addressing social and emotional concerns.
Background
Less than one-quarter of US children meet physical activity (PA) guidelines. Understanding the context in which PA occurs and how these contexts may play a role in meeting PA guidelines is an essential step toward developing effective behavioral interventions. The purpose of this study was to examine associations between PA context (sports participation and other out-of-school structured physical activities, active travel to school, and outdoor play), and the number of days children met PA guidelines in a representative sample of children living in Texas.
Methods
We analyzed cross-sectional data from a statewide sample of 4th grade children in Texas (mean age = 9.4 ± 0.6 years; female = 48.7%, 51.8% Hispanic), who completed the 2019–2020 Texas School Physical Activity and Nutrition (TX SPAN) survey. The TX SPAN survey was designed to monitor the statewide prevalence of overweight/obesity among school children, and assess habitual self-reported obesity-related behaviors, including diet and PA. Weighted Poisson regression models were employed to examine the associations between PA contexts (sports participation and other out-of-school structured physical activities, active travel to school, and outdoor play) and the number of days children met PA guidelines, adjusting for sex, race/ethnicity, overweight/obesity, urban-rural status, and economic disadvantage.
Results
Children met PA guidelines on 3.6 ± 2.3 days during the week. One in ten (11.2%) 4th grade children did not meet daily PA guidelines on any day of the week, while 72.1% met them between 1–6 days, and 16.7% met physical activity guidelines every day during the week. Participating in any structured PA (b = 0.31, 95%CI:0.20,0.42) was significantly and positively associated with the number of days children met PA guidelines. Playing outdoors 1–3 days (b = 0.26, 95%CI:0.04, 0.47) and 4–7 days in the past week (b = 0.79, 95%CI:0.59, 1.00) was significantly and positively associated with the number of days children met PA guidelines.
Conclusion
Participating in organized sports, participating in other structured PA, and playing outdoors may beneficially influence the number of days children meet PA guidelines. PA programs should consider these contextual factors and investigate how to promote organized activities and outdoor play effectively and appropriately among children.
Many necessary developmental assets and competencies can be accrued through the participation of sport that aid in the holistic healthy development of adolescent girls; however, much research in this area has focused on adolescent girls as a monolithic group, disregarding the specific outcomes of sport for girls of color. Through analysis of semistructured interviews of 31 Latina high school wrestlers, we identified various developmental outcomes associated with their sport involvement. We apply a new epistemological approach to positive youth development within the context of sports development through the usage of extensive narratives of two of the girls. This study explores adolescent Latinas’ involvement in high school wrestling, a sport that is widely male dominated yet rising in popularity.
Aggression and it`s behavioral problem is one of public disruption and social chronic problem. The purpose of this research was determining the impact of exercise on decreasing aggression in Down syndrome student. To explore the obstacles student with Down syndrome experience during physical activities the researcher has designed intervention programs and opportunities for the promotion of lifelong physical activities for ignored population of students. To prove that the field of physical education can do work for betterment of special population. This research was experimental. The sample was composed of 30 students that selected through simple random sampling and then it's divided into two group's experimental group and others in control group. Pre and post experiment interviews has been recorded from parents and instructor of Down syndrome students. This was Qualitative Data Analysis, Theme were generated after data transcription08 weeks Exercise sessions has conducted per week (90 minute), the end of intervention aggression both instrumental and hostile decreased. There was significant difference between two groups after intervention, Research finding showed that exercise was effective on decreasing of aggression in Down syndrome students. It is concluded that the exercise is help full for controlling aggression among Down syndrome students. Exercises are highly recommended for the individual having difficulties on managing aggression among Down syndrome students.
Despite the pervasive belief that sport can serve as a vital context for positive youth development (PYD), the associated empirical evidence to support these claims is less compelling. To advance the field, the purpose of this scoping review was to better understand how sport-based PYD researchers conceptualize PYD, and both operationally define and measure PYD outcomes. A final sample of 78 non-experimental, quantitative research articles involving 90,665 youth (Mage = 14.16 years) met inclusion criteria. Results revealed a wide and inconsistent array of (a) conceptual models and definitions for PYD, (b) constructs used to operationalize PYD, and (c) measures used to assess these PYD constructs. Only 38 of the studies (48%) explicitly conceptualized PYD using a formal definition and/or framework and there were a total of 243 unique operational definitions to represent PYD through sport (assessed a total of 632 times). In light of these findings, we offer a set of recommendations with the intent to strengthen future quantitative, sport-based PYD research. We believe that adherence to these guidelines carries the potential to enhance future theoretical and practical contributions, and help to better understand sport as a vehicle for positive development for youth.
Background:
Physical activity is often promoted as a way to prevent and combat anxiety and depression in adolescents. However, very little research has sought to establish whether the benefits of exercise arise from the excercise itself or from the social context in which it takes place. We explore the hypothesis that it is not physical activity on its own, but rather adolescents' engagement in group life (as part of a sports group or otherwise), that accounts for positive mental health effects associated with physical activity.
Methods and results:
We conducted a longitudinal study that tracked 558 high-school boys and found that anxiety and depression over time was not predicted by (a) T1 physical fitness as determined by 7 speed and agility tests, or (b) engaging in multiple sports as co-curricular activies at T1. In contrast, multiple group memberships - irrespective of the activity - predicted reduced depression and anxiety over time, particularly when these were groups that adolescents identified with and experienced as compatible with each other.
Limitations:
Limitations relate to (a) physical fitness only being measured at T1, (b) the absence of a measure of frequency and duration of physical activity, and (c) the homogeneity of the sample.
Conclusions:
We conclude that group memberships and the social identities that adolescents derive from these groups (including, but not restricted to, those involving sport) function as a psychological resource to reduce anxiety and depression over time.
This paper poses a novel theoretical framework for a developmentally-informed mechanism explaining how adolescents who are highly sensitive and reactive to rejection may respond to interpersonal stress in ways that ultimately perpetuate relational difficulties. Specifically, heightened distress from rejection is proposed to activate impulsive reactions that immediately modulate the negative emotions from rejection, but which are socially aversive and thus often come at the expense of long-term relational harmony. We start by exploring the overlap of two dispositions: a hyper-sensitivity to rejection and an escalated reactivity to negative affect. We then trace distal factors underlying the development of both dispositions, the mechanisms through which the convergent effects of these dispositions produce socially aversive responses, and the individual and contextual differences that influence this process and explain the continuum of rash responses to rejection. The developmental and clinical importance of considering sensitivity and reactivity to rejection concurrently is emphasized, with directions for future research.
Sports is an activity involving physical exertion and skills in which an individual or team competes against another or others for entertainment. Sports is losing its momentum due to rise in number of children and adolescents engaging in using gadgets. Gadgets have ill effects on children as the research show that there is delay in learning and social skills, obesity and sleep problems. Technological evolution has given rise to sedentary behavior. Research show that excessive use of technology results in social anxiety, depression, eating disorder, loneliness, Nomophobia, seflieitis, phantom ringing syndrome and other technology addicted disorders. It has a huge negative impact on not only physical health but also affecting psychological and social health. Outcome of technological evolution is that fewer number of children and adolescents are interested in engaging themselves in sports. Research evidence shows that participating in sports assists in better social skills, assertiveness, higher self-esteem, self-confidence, self-control, self-concept, and competence. Further it also helps in having fewer symptoms of depression and anxiety disorders. This implies that participating in sports has positive impact on mental health as it improves overall quality of life. Despite these benefits there are only handful of mental health professionals who recommend children and adolescents to engage in sports. Extensive research needs to be done on how sports is helpful in alleviating symptoms of various mental disorders so that the findings can help the mental health professionals to include sports as part of intervention of mental disorders.
The present study aimed to determine the effects of serious leisure on place attachment in amateur athletes. The present research was an applied-correlational study with structural equation modeling. The statistical population consisted of all amateur athletes in Enghelab Sports Complex. The sample size was determined using PASS based on the research objectives and hypotheses. The respondents were selected based on a convenience sampling method and questionnaires were distributed among them. Finally, a total of 334 questionnaires were used for data analysis. The required data were collected using a Serious leisure questionnaire (Gold et al., 2008), and, place attachment questionnaire (Kyle et al., 2005). A pilot study was also conducted in order to evaluate the construct validity and Cronbach’s alpha of questionnaires was equal to 0.951, respectively. The data were statistically analyzed using descriptive and inferential statistics in SPSS-23 and Smart PLS-3. The results showed that serious leisure can predict 21% of variances of place attachment, respectively. Based on the results of structural equation modeling, the impact of serious leisure on place attachment of amateur athletes was adequately fitted (SRMR=059/0 ). The findings of this study showed, that seriousness in leisure leads to the place attachment of amateur athletes, and can increase participation in physical activity. And can increase participation in physical activity. In other words, one of the ways to influence people's leisure Behavior choices is to use the systematic pursuit of leisure and to create a place attachment in sports places.
In diesem Band werden die Ergebnisse der HBSC-Gesundheitsstudie 2018 in Brandenburg vorgestellt. Bei der HBSC-Studie (»Health Behaviour in School-aged Children«) handelt es sich um ein internationales kooperatives Forschungsvorhaben, das von der Weltgesundheitsorganisation (WHO) seit 36 Jahren unterstützt wird. Grundlage des Ergebnisberichts sind repräsentative Daten von über 3.000 Schülerinnen und Schülern der Jahrgangsstufen 5, 7 und 9 an allen Schulformen des Landes Brandenburg. Die Jugendlichen haben bei dieser Befragung Auskunft über ihre Gesundheit, ihr Gesundheitsverhalten und ihre Lebensumstände gegeben. Zusätzlich zu den Ausprägungen der Gesundheitsindikatoren werden Unterschiede in Abhängigkeit von Geschlecht, Altersgruppe sowie Schulform berichtet, Vergleiche mit den bundesweiten HBSC-Daten hergestellt und Verbindungen zu sozialen Determinanten der Gesundheit aus den Bereichen Familie, Schule und Gleichaltrigengruppe analysiert. Die aktuellen Ergebnisse der HBSC-Studie Brandenburg können von Entscheidungsträgern aus den Bereichen Gesundheit, Bildung und Soziales auf verschiedenen Ebenen genutzt werden, um die Gesundheit junger Menschen in Brandenburg zu schützen und zu fördern.
Well-being is complex, encompassing emotional, psychological, and social functioning. Athletes with high well-being perform optimally in high-pressure environments, overcome obstacles, and enjoy long and successful careers. Despite its importance, there are few psychological strategies that directly address athlete well-being. Well-being Therapy (WBT) is a successful, short-term strategy that increases well-being via self-observation and structured daily usage. Originally developed as a clinical treatment for depression, research indicates that it may be suitable for non-clinical and educational settings. As a result, WBT may be an effective technique for increasing well-being and performance among athletes. We discuss the benefits of WBT and provide practical strategies to implement it for psychologists, counselors, and/or Certified Mental Performance Consultants.
This article analyzes the development of initiative as an exemplar of one of many learning experiences that should be studied as part of positive youth development. The capacity for initiative is essential for adults in our society and will become more important in the 21st century, yet adolescents have few opportunities to learn it. Their typical experiences during schoolwork and unstructured leisure do not reflect conditions for learning initiative. The context best suited to the development of initiative appears to be that of structured voluntary activities, such as sports, arts, and participation in organizations, in which youths experience the rare combination of intrinsic motivation in combination with deep attention. An incomplete body of outcome research suggests that such activities are associated with positive development, but the developmental processes involved are only beginning to be understood. One promising approach has recorded language use and has found that adolescents participating in effective organizations acquire a new operating language that appears to correspond to the development of initiative.
Presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment. This theory states that psychological procedures, whatever their form, alter the level and strength of self-efficacy. It is hypothesized that expectations of personal efficacy determine whether coping behavior will be initiated, how much effort will be expended, and how long it will be sustained in the face of obstacles and aversive experiences. Persistence in activities that are subjectively threatening but in fact relatively safe produces, through experiences of mastery, further enhancement of self-efficacy and corresponding reductions in defensive behavior. In the proposed model, expectations of personal efficacy are derived from 4 principal sources of information: performance accomplishments, vicarious experience, verbal persuasion, and physiological states. Factors influencing the cognitive processing of efficacy information arise from enactive, vicarious, exhortative, and emotive sources. The differential power of diverse therapeutic procedures is analyzed in terms of the postulated cognitive mechanism of operation. Findings are reported from microanalyses of enactive, vicarious, and emotive modes of treatment that support the hypothesized relationship between perceived self-efficacy and behavioral changes. (21/2 p ref)
Investigated a multidimensional, developmental–ecological framework for assessing the self-esteem of 1,800 early adolescents (5th–8th graders) using a new measure, the Self-Esteem Questionnaire (SEQ). In addition to global feelings of self-worth, the SEQ assesses evaluations of the self relating to each primary context of early adolescent development (peers, school, and family) and 2 additional salient domains of experience for this age group (sports/athletics and body image). Results provide support for the proposed developmental–ecological framework as well as the reliability and validity of the SEQ. Major findings include factorial validity for the targeted dimensions of self-esteem and convergent and discriminant validity across self-report, interview, and parent-report forms of the instrument. Ratings for specific dimensions of self-esteem also exhibited differentially strong associations with measures of contextual experiences in corresponding areas. Implications for the relation between self-esteem and the ecology of early adolescent development are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The role of peer relationships in supporting or hindering adolescents' talent development has received little research attention, despite the importance of peers in adolescents' lives. We conducted semi-structured in-depth interviews with 41 adolescents talented in sports or the arts, and their parents, to investigate (a) the role of peer relationships in adolescents' continued involvement in their talent activities, (b) possible differences in this role by activity domain, and (c) possible gender differences. Thematic analysis indicated that peers typically played a positive function in supporting the continued involvement of talented adolescents in their talent activities. There were differences in opportunities for peer relationships and social satisfaction between in-school and out-of school activities, but not between activity domains. Both males and females mentioned equally social benefits of such involvement. However, females mentioned receiving negative peer attention more frequently than males, and more often cited social dissatisfaction as a significant contributor to decreased involvement or quitting.
A general theory of domain identification is used to describe achievement barriers still faced by women in advanced quantitative areas and by African Americans in school. The theory assumes that sustained school success requires identification with school and its subdomains; that societal pressures on these groups (e.g., economic disadvantage, gender roles) can frustrate this identification; and that in school domains where these groups are negatively stereotyped, those who have become domain identified face the further barrier of stereotype threat, the threat that others’ judgments or their own actions will negatively stereotype them in the domain. Research shows that this threat dramatically depresses the standardized test performance of women and African Americans who are in the academic vanguard of their groups (offering a new interpretation of group differences in standardized test performance), that it causes disidentification with school, and that practices that reduce this threat can reduce these negative effects.
Using multivariate analysis of covariance to test hypotheses about the effects of sports and sexual behavior on a sample of 611 Western New York adolescents, this study concludes that athletic participation and gender interact to influence adolescent sexual outcomes. Female athletes report significantly lower rates of sexual activity than female nonathletes; male athletes report slightly (though not significantly) higher rates than male nonathletes. The gender-specific effect of sports on sexual behavior remains, net of the impacts of race, age, socioeconomic status, quality of family relations, and participation in other extracurricular activities. This paper introduces cultural resource theory to explain how athletic participation influences both traditional cultural scripts and exchange resources, which, in turn, condition the sexual bargaining process and its outcomes for adolescents.
Two analyses were conducted to examine gender differences in global self-esteem. In analysis I, a computerized literature search yielded 216 effect sizes, representing the testing of 97,121 respondents. The overall effect size was 0.21, a small difference favoring males. A significant quadratic effect of age indicated that the largest effect emerged in late adolescence (d = 0.33). In Analysis II, gender differences were examined using 3 large, nationally representative data sets from the National Center for Education Statistics (NCES). All of the NCES effect sizes, which collectively summarize the responses of approximately 48,000 young Americans, indicated higher male self-esteem (ds ranged from 0.04 to 0.24). Taken together, the 2 analyses provide evidence that males score higher on standard measures of global self-esteem than females, but the difference is small. Potential reasons for the small yet consistent effect size are discussed.
This study examined the relationship of ethnic identity to self-esteem, perceived self-efficacy and prosocial attitudes. The sample included 100 male and female early adolescents, ranging from 11 to 13 years old, from different racial/ethnic backgrounds. Structural equations modeling was used to examine the latent structure of the multi-dimensional constructs and their interrelationships. Self-esteem and ethnic identity factors emerged which were related and which evidenced efficacy-mediated effects upon prosocial attitudes. The findings suggested that ethnic identity and self-esteem are distinct but related contributors to young people's perceptions of their ability to achieve academically, to find meaningful careers and to value prosocial means of goal attainment.
The goal of this study was to understand better how the structure and social context of adolescent leisure activities relates to antisocial behavior. A representative sample of 703 14-year-olds and their parents were assessed concerning adolescent involvement in community-based leisure activities, peer and adult social relations, and antisocial behavior. Results showed that participation in highly structured leisure activities was linked to low levels of antisocial behavior, while participation in activities with low structure (i.e. a youth recreation center) was associated with high levels of antisocial behavior. Overall the results were similar for boys and girls; however, the combination of involvement in a low structured activity and the absence of any highly structured participation appeared especially problematic for boys' antisocial behavior. Participants of low structured activities were also characterized by deviant peer relations, poor parent-child relations, and they received low support from their activity leader compared to adolescents engaged in more structured community activities. Findings are discussed in terms of their implication for prevention research.
The purpose of this study was to document gender differences in children's competence and value beliefs (N =514) from the 1st through 12th grades and to investigate the relation of these trends to initial differences in parents' perceptions of children's ability. Six separate growth models were tested: math competence, math interest, math importance, sports competence, sports interest, and sports importance. Across all 6 models, children's self-perceptions declined from 1st grade to 12th grade. Gender differences in competence and value beliefs were found. The gap between boys' and girls' competence beliefs decreased over time. In addition, parents' initial ratings of children's ability helped to explain mean level differences and variations in the rate of change in children's beliefs over time, with the effect being strongest in the sports models.
Physical activity declines during adolescence, but the underlying reasons remain unknown.
We prospectively followed 1213 black girls and 1166 white girls enrolled in the National Heart, Lung, and Blood Institute Growth and Health Study from the ages of 9 or 10 to the ages of 18 or 19 years. We used a validated questionnaire to measure leisure-time physical activity on the basis of metabolic equivalents (MET) for reported activities and their frequency in MET-times per week; a higher score indicated greater activity.
The respective median activity scores for black girls and white girls were 27.3 and 30.8 MET-times per week at base line and declined to 0 and 11.0 by year 10 of the study (a 100 percent decline for black girls and a 64 percent decline for white girls, P<0.001). By the age of 16 or 17 years, 56 percent of the black girls and 31 percent of the white girls reported no habitual leisure-time activity. Lower levels of parental education were associated with greater decline in activity for white girls at both younger ages (P<0.001) and older ages (P=0.005); for black girls, this association was seen only at the older ages (P=0.04). Pregnancy was associated with decline in activity among black girls (P<0.001) but not among white girls, whereas cigarette smoking was associated with decline in activity among white girls (P<0.001). A higher body-mass index was associated with greater decline in activity among girls of both races (P< or =0.05).
Substantial declines in physical activity occur during adolescence in girls and are greater in black girls than in white girls. Some determinants of this decline, such as higher body-mass index, pregnancy, and smoking, may be modifiable.
Mediation is said to occur when a causal effect of some variable X on an outcome Y is explained by some intervening variable M. The authors recommend that with small to moderate samples, bootstrap methods (B. Efron & R. Tibshirani, 1993) be used to assess mediation. Bootstrap tests are powerful because they detect that the sampling distribution of the mediated effect is skewed away from 0. They argue that R. M. Baron and D. A. Kenny's (1986) recommendation of first testing the X --> Y association for statistical significance should not be a requirement when there is a priori belief that the effect size is small or suppression is a possibility. Empirical examples and computer setups for bootstrap analyses are provided.
We examined the potential benefits and risks associated with participation in five types of activities: prosocial (church and volunteer activities), team sports, school involvement, performing arts, and academic clubs. Our sample included 1,259 mostly European American adolescents (approximately equal numbers of males and females). First, we explore the link between involvement in these activities and our indicators of positive and negative development. Involvement in prosocial activities was linked to positive educational trajectories and low rates of involvement in risky behaviors. In contrast, participation in team sports was linked to positive educational trajectories and to high rates of involvement in one risky behavior, drinking alcohol. Then, we explore two possible mediators of these associations: peer associations and activity-based identity formation. The evidence supported our hypothesis that group differences in peer associations and activity-based identities help explain activity group differences.
Convergent evidence from the diverse lines of research reported in the present special issue of this journal attests to the explanatory and predictive generality of self-efficacy theory. This commentary addresses itself to conceptual and empirical issues concerning the nature and function of self-percepts of efficacy.
This study tests a model specifying that girls' precollege participation in sporting activities will foster positive body images, enhanced perceptions of physical competence, and more flexible gender identities, which, in turn, predict higher college self-esteem. A sample of 220 college females (mean age = 19.65 years) provided retrospective reports of their precollege sport involvement and contemporaneous assessments of body image, perceived physical competencies, gender identity, global self-esteem, and other psychosocial variables. Consistent with prior reports on male and mixed-gender samples, greater precollege sport participation predicted higher self-esteem in this exclusively female sample. Follow-up path analyses and tests for mediation revealed that the model's intervening variables totally mediated the sport participation/self-esteem relationship. The patterning of these data implies that participating in sports promotes females' self-worth by fostering physical competencies, favorable body images, and gender flexibility, and, in the absence of any such psychosocial benefits, participation in sports has little salutary effect on and can even undermine self-esteem.
An integrative model of self-system influences during early adolescence was investigated in two separate samples of youth in Grades 7 through 9 (n = 225) and Grades 5 through 8 (n = 350). Measures assessed self-description, self-standards, self-evaluations, and self-values in the areas of peers, school, family, appearance, and sports/athletics as well as global self-esteem. For both samples, structural equation modeling analyses provided support for a hypothesized model that included (a) effects of self-descriptions and self-standards on self-evaluations in corresponding domains and (b) effects of domain-specific self-evaluations, in turn, on global self-esteem. There was only limited evidence that the values youth attached to differing domains moderated the relationship between self-evaluations in those domains and overall feelings of self-worth. Differences in model fit according to gender, race/ethnicity, developmental level, and family socioeconomic status were generally absent. Significant differences in mean levels of measures, however, were found across subgroups of youth.
The influence of peer groups on children's psychosocial development is highlighted in the sport psychology literature in areas such as motivation, self-perceptions, and affect. However, scant research has been devoted to examining children's and teenagers' conceptions of friendships within the physical domain. Current and former sport program participants (N = 38) took part in an in-depth interview that concerned their best friend in sports. An inductive content analysis revealed the existence of 12 positive friendship dimensions: companionship, pleasant play/association, self-esteem enhancement, help and guidance, prosocial behavior, intimacy, loyalty, things in common, attractive personal qualities, emotional support, absence of conflicts, and conflict resolution. Four negative friendship dimensions were extracted: conflict, unattractive personal qualities, betrayal, and inaccessible. These conceptions of friendship were both similar and unique to friendship conceptions found in mainstream developmental research. Future research directions include measurement efforts, relationships among important constructs, and intervention techniques in the sport setting.
The purpose of this study was to examine the relationship between athlete ability and coach feedback with perceived competence and satisfaction among female adolescent athletes. 123 female athletes reported their perceptions of coaches' use of feedback, their own field hockey competence, and satisfaction with the coach and team involvement. In addition, coaches' ratings of athletes' ability were obtained. Analyses revealed that both ability and coach feedback were significantly related to perceived competence and satisfaction. Specifically, a hierarchical regression analysis revealed that higher ability, more frequent praise and information, and less frequent encouragement and corrective information were related to higher perceived competence. Further, a canonical correlation analysis revealed that higher ability, frequent praise and information after a good performance, and frequent encouragement and corrective information after an error were associated with greater satisfaction with the coach and team involvement. The results are discussed in relation to S. Harter's (1978) competence motivation theory. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This research analyzed the network of psychosocial influences through which efficacy beliefs affect academic achievement. Parents' sense of academic efficacy and aspirations for their children were linked to their children's scholastic achievement through their perceived academic capabilities and aspirations. Children's beliefs in their efficacy to regulate their own learning and academic attainments, in turn, contributed to scholastic achievement both independently and by promoting high academic aspirations and prosocial behavior and reducing vulnerability to feelings of futility and depression. Children's perceived social efficacy and efficacy to manage peer pressure for detrimental conduct also contributed to academic attainments but through partially different paths of affective and self-regulatory influence. The impact of perceived social efficacy was mediated through academic aspirations and a low level of depression. Perceived self-regulatory efficacy was related to academic achievement both directly and through adherence to moral self-sanctions for detrimental conduct and problem behavior that can subvert academic pursuits. Familial socioeconomic status was linked to children's academic achievement only indirectly through its effects on parental aspirations and children's prosocialness. The full set of self-efficacy, aspirational, and psychosocial factors accounted for a sizable share of the variance in academic achievement.
Presented a description and initial findings from the Adolescent Pathways Project (APP). There is a dearth of developmentally and ecologically anchored knowledge concerning adolescents, particularly poor and ethnically diverse urban adolescents, other than that they are at greater risk for behavioral, emotional, and educational problems. As a result, our ability to develop and implement grounded prevention programs is severely limited. The APP was intended to fill this knowledge gap. Using an accelerated longitudinal design, the APP examines the developmental trajectories of an ethnically diverse sample of 1,333 black, Latino, and white youth from inner-city public schools in Baltimore, Washington, DC, and New York. It involves four interrelated studies: Youth, Parent, School, and Neighborhood. The project's major aim is to identify the critical psychological, developmental, and ecological factors that facilitate positive as well as negative outcomes. This initial description of the APP presents the overarching ecological-developmental framework and guiding questions, as well as initial findings central to the tenets of community psychology.
This research analyzed the network of psychosocial influences through which efficacy beliefs affect academic achievement. Parents' sense of academic efficacy and aspirations for their children were linked to their children's scholastic achievement through their perceived academic capabilities and aspirations. Children's beliefs in their efficacy to regulate their own learning and academic attainments, in turn, contributed to scholastic achievement both independently and by promoting high academic aspirations and prosocial behavior and reducing vulnerability to feelings of futility and depression. Children's perceived social efficacy and efficacy to manage peer pressure for detrimental conduct also contributed to academic attainments but through partially different paths of affective and self-regulatory influence. The impact of perceived social efficacy was mediated through academic aspirations and a low level of depression. Perceived self-regulatory efficacy was related to academic achievement both directly and through adherence to moral self-sanctions for detrimental conduct and problem behavior that can subvert academic pursuits. Familial socioeconomic status was linked to children's academic achievement only indirectly through its effects on parental aspirations and children's prosocialness. The full set of self-efficacy, aspirational, and psychosocial factors accounted for a sizable share of the variance in academic achievement.
Utilizing a path model, this study investigated the relationship between Androgyny and career decision-making among 91 high school girls. The constructs included in the model were Androgyny as assessed by the Bem Sex-role Inventory, Self-esteem as assessed by the Rosenberg Self-esteem Scale, Self-efficacy as assessed by the Wulff-Steitz Career Self-efficacy Scale, and Career Indecision as assessed by the Osipow Career Decision Scale. The results indicated that Androgyny scores were significantly associated with those on Self-esteem, Self-esteem with Self-efficacy, and Self-efficacy with Career Indecision. The results are discussed in terms of the usefulness of path models in clarifying complex interrelationships.
This research involves a longitudinal study of antecedents and moderators in the development of antisocial patterns. Participants included 695 boys and girls who were interviewed annually from childhood to the end of high school and again at ages 20 and 24. Cluster analyses identified four configurations of boys and girls that were reasonably homogeneous with respect to behavior and academic performance at the beginning of the investigation. When tracked over time, the configurations differed significantly in patterns of early school dropout and criminal arrests. Boys and girls in the "multiple risk configuration" were more likely than those in other configurations to show long-term antisocial patterns. Participation in school extracurricular activities was associated with reduced rates of early dropout and criminal arrest among high-risk boys and girls. The decline in antisocial patterns was dependent on whether the individuals' social network also participated in school extracurricular activities.
This article analyzes the development of initiative as an exemplar of one of many learning experiences that should be studied as part of positive youth development. The capacity for initiative is essential for adults in our society and will become more important in the 21st century, yet adolescents have few opportunities to learn it. Their typical experiences during schoolwork and unstructured leisure do not reflect conditions for learning initiative. The context best suited to the development of initiative appears to be that of structured voluntary activities, such as sports, arts, and participation in organizations, in which youths experience the rare combination of intrinsic motivation in combination with deep attention. An incomplete body of outcome research suggests that such activities are associated with positive development, but the developmental processes involved are only beginning to be understood. One promising approach has recorded language use and has found that adolescents participating in effective organizations acquire a new operating language that appears to correspond to the development of initiative.
This study extended previous research on changes in children's self-beliefs by documenting domain-specific growth trajectories for 761 children across grades 1 through 12 in a longitudinal study of perceptions of self-competence and task values. Hierarchical Linear Modeling was used to (1) describe changes in beliefs across childhood and adolescence within the domains of mathematics, language arts, and sports; (2) examine the impact of changes in competence beliefs on changes in values over time in the same domains; and (3) describe gender differences in mean levels and trajectories of change in competence beliefs and values. The most striking finding across all domains was that self-perceptions of competence and subjective task values declined as children got older, although the extent and rate of decline varied across domains. For example, in language arts, competence beliefs declined rapidly during the elementary school years, but then leveled off or increased to some extent; whereas the decline in self-competence beliefs in sports accelerated during the high school years. Significant gender differences in beliefs were found in most domains; however, the gender differences in developmental trajectories appeared to be domain specific rather than global. Importantly, the gender differences between boys and girls did not systematically increase with age, as predicted by some socialization perspectives. Adding competence beliefs as an explanatory variable to the model for task values revealed that changes in competence beliefs accounted for much of the age-related decline in task values. In addition, competence beliefs accounted for most of the gender differences in task values for language arts and sports.
Positive effects of participation in youth orga-nizations
- J Quinn
Quinn, J. (1997). Positive effects of participation in youth orga-nizations. In M. Rutter (Ed.), Psychosocial disturbances in young people: Challenges for prevention (pp. 274–304).
Contexts and correlates of out-of-school activity participation among low-income ur-ban adolescents Organized activities as contexts of development: Ex-tracurricular activities, after-school and community pro-grams (pp
- S Pedersen
- E Seidman
Pedersen, S., & Seidman, E. (2004). Contexts and correlates of out-of-school activity participation among low-income ur-ban adolescents. In J. L. Mahoney, J. Eccles, & R. Larson (Eds.), Organized activities as contexts of development: Ex-tracurricular activities, after-school and community pro-grams (pp. 85–109). Mahwah, NJ: Erlbaum.
Preventing teen pregnancy and academic failure: Experimental evaluation of a developmentally based approach
- J. P. Allen
- S. Philliber
- S. Herrling
- G. P. Kuperminc
The Handbook of Social Psychology
- D. A. Kenny
- D. A. Kashy
- N. Bolger
The self-perception profile for adolescents. Unpublished manuscript
- S Harter