Childrens' self-concept in relation to the quality of school physical education programs
- Authors: Jiang, Xiaoli , Hawkins, Ken , Prosser, Laurie
- Date: 2003
- Type: Text , Conference paper
- Relation: Paper presented at the NZARE AARE Conference 2003, Christchurch 29th November – 3rd December, 2003
- Full Text:
- Reviewed:
- Description: Past research indicates that physical activity can contribute to the development of children’s self-concept. However, the impact of the quality of school physical education programs on children’s self-concept has not been properly examined.
- Description: E1
- Description: 2003000511
Children’s self-concept and participation in extra-curricular sport activities
- Authors: Jiang, Xiaoli , Prosser, Laurie , Hawkins, Ken
- Date: 2004
- Type: Text , Conference paper
- Relation: Paper presented at Third International Biennial SELF Research Conference, Berlin, Germany : 4th July - 7th July, 2004
- Full Text: false
- Description: Multidimensional self-concept measurements have provided a vehicle for a comprehensive investigation of the relationship between participation in sport and the range of self-concept in children. The purpose of this study was to examine the differences in levels of social, academic, physical and global self-concepts between participants and non-participants in extra-curricular sport. The research further investigated children’s self-concept in relation to their time commitment and the level of competition. A total of 1,499 4th- to 6th-grade students participated in the research. The Self-Description Questionnaire I (SDQ-I) and the Participation in Extra-Curricular Sport Activity Questionnaire were utilised in this study. Results indicated that children who participated in extra-curricular sport activities had significantly higher levels of self-concept than their non-participating counterparts in their total self-concept as well as in all the social, academic and physical sub-scales, except for reading. Furthermore, children who competed in sport at the municipal level had a significantly higher physical ability self-concept, but a lower reading self-concept than that of the children who competed locally. There was also a trend that children’s physical ability self-concept improved with an increase in their participation hours up to 13–15 hours per week and a less significant tendency that showed the reading self-concept scores decreasing with the increase in participation hours.
- Description: E1
- Description: 2003003413
How do children with different levels of self-concept perceive their school activities?
- Authors: Jiang, Xiaoli , Prosser, Laurie , Hawkins, Ken
- Date: 2006
- Type: Text , Conference paper
- Relation: Paper presented at AARE 2005 International Education Research Conference, Sydney : p. 1-16
- Full Text:
- Reviewed:
- Description: The study examined children's perceptions regarding their daily school activities. A total of 33 children aged 11 and 12 with different levels of self-concept were interviewed. The results showed that children's contentment regarding different school activities was based on fun, enjoyment and satisfaction of their curiosity. Results also showed that children with a high level of total self-concept experienced higher levels of contentment in some of their school subjects, significantly higher in two particularly demanding subjects - mathematics and project - than their counterparts with a low level of total of self-concept. Children with a high physical ability self-concept appeared to enjoy physical education and sports more than the other children. In addition, the children appeared to judge the level of importance of school subjects according to their educational, health or pragmatic value, both present and future. They were well aware of the educational value of schooling. However, the level of importance was reduced greatly in some children's eyes when the subjects carried little or not enough fun and enjoyment, particularly children with very low self-concept scores. This group appeared to be influenced by the intrinsic reward of the subjects rather than external benefits.
- Description: E1
- Description: 2003002013