Global self-esteem, perceived athletic competence, and physical activity in children: A longitudinal cohort study

Noordstar, Johannes J.; Net, Janjaap van der; Jak, Suzanne; Helders, Paul J. M.; Jongmans, Marian J.

doi:10.1016/j.psychsport.2015.06.009

Cited by 59 publications

(51 citation statements)

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“…Prior studies furthermore demonstrated that, apart from motivation, children's global selfworth (Noordstar, van der Net, Jak, Helders, & Jongmans, 2016;Rose, Larkin, & Berger, 1997;Schoemaker & Kalverboer, 1994) might also be an important factor to consider in relation to their participation in physical activity (Babic et al, 2014). Global self-worth is defined as the overall evaluation of how much one likes oneself as a person and is happy with the way one is leading one's life (Harter, 2012).…”

Section: Introductionmentioning

confidence: 99%

Configurations of actual and perceived motor competence among children: Associations with motivation for sports and global self-worth

Bardid

Meester

Tallir

et al. 2016

Human Movement Science

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This version is available at https://strathprints.strath.ac.uk/58172/ Strathprints is designed to allow users to access the research output of the University of Strathclyde. Unless otherwise explicitly stated on the manuscript, Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Please check the manuscript for details of any other licences that may have been applied. You may not engage in further distribution of the material for any profitmaking activities or any commercial gain. You may freely distribute both the url (https://strathprints.strath.ac.uk/) and the content of this paper for research or private study, educational, or not-for-profit purposes without prior permission or charge.Any correspondence concerning this service should be sent to the AbstractThe present study used a person-centred approach to examine whether different profiles based on actual and perceived motor competence exist in elementary school children. Multilevel regression analyses were conducted to explore how children with different motor competence-based profiles might differ in their autonomous motivation for sports and global self-worth. Validated questionnaires were administered to 161 children (40% boys; age = 8.82 ± 0.66 years) to assess their perceived motor competence, global self-worth, and motivation for sports. Actual motor competence was measured with the Körperkoordinationstest für Kinder. Cluster analyses identified four motor competence-based profiles: two groups were characterized by corresponding levels of actual and perceived motor competence (i.e., low-low and high-high) and two groups were characterized by divergent levels of actual and perceived motor competence (i.e., high-low and low-high). Children in the low-low and high-low group displayed significantly lower levels of autonomous motivation for sports and lower levels of global self-worth than children in the lowhigh and high-high group. These findings emphasize that fostering children's perceived motor competence might be crucial to improve their motivation for sports and their global self-worth.Teachers and instructors involved in physical education and youth sports should thus focus on both actual and perceived motor competence.

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Section: Introductionmentioning

confidence: 99%

Configurations of actual and perceived motor competence among children: Associations with motivation for sports and global self-worth

Bardid

Meester

Tallir

et al. 2016

Human Movement Science

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“…Second, extant research supports a developmental interrelation between students' global self-esteem and perception of competence across multiple academic domains (Harter, 1985). Specifically, higher self-ratings of global self-worth have been associated with higher self-competence ratings in physical athletic activities across time (e.g., Chan, 2002;Noordstar, van der Net, Jak, Helders, & Jongmans, 2016). Table 1 shows the means and standard deviations as well as skewness and kurtosis values for students' academic competence and global self-worth scores across the four measurement occasions.…”

Section: Methodsmentioning

confidence: 99%

Curve of Factors Model: A Latent Growth Modeling Approach for Educational Research

Isiordia

Ferrer

2016

Educational and Psychological Measurement

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A first-order latent growth model assesses change in an unobserved construct from a single score and is commonly used across different domains of educational research. However, examining change using a set of multiple response scores (e.g., scale items) affords researchers several methodological benefits not possible when using a single score. A curve of factors (CUFFS) model assesses change in a construct from multiple response scores but its use in the social sciences has been limited. In this article, we advocate the CUFFS for analyzing a construct's latent trajectory over time, with an emphasis on applying this model to educational research. First, we present a review of longitudinal factorial invariance, a condition necessary for ensuring that the measured construct is the same across time points. Next, we introduce the CUFFS model, followed by an illustration of testing factorial invariance and specifying a univariate and a bivariate CUFFS model to longitudinal data. To facilitate implementation, we include syntax for specifying these statistical methods using the free statistical software R. Keywords curve of factors model, latent growth models, longitudinal data analysisAssessing change in an unobservable construct (e.g., motivation, academic interest, peer relations) over time is essential for understanding developmental processes in education. Under a structural equation modeling (SEM) framework, latent growth modeling (LGM) has become a prominent method among educational researchers for

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“…The acquisition of self-concept throughout the lifespan remains an area of research interest, as it is an important determinant of human behaviour (Noordstar, van der Net, Jak, Helders, & Jongmans, 2016) and psychopathology (Sowislo & Orth, 2013). Research has shown that self-concept in childhood has implications for psychological and social wellbeing (Leeuwis, Koot, Creemers, & van Lier, 2015;Psouni et al, 2015).…”

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confidence: 99%

“…Indeed, poor self-concept is a risk factor for internalizing problems, including depression, suicidal ideation, and social isolation (De Jong, Sportel, De Hullu, & Nauta, 2012;Franck, De Raedt, Dereu, & Van den Abbeele, 2007;Leeuwis et al, 2015). Self-concept during childhood has also been shown to influence physical health (Noordstar et al, 2016;Stodden et al, 2008). Self-concept may not be consistent throughout the lifespan and is influenced by a range of internal and environmental factors.…”

mentioning

confidence: 99%

Measure reliability of the Perceived Competence and Social Acceptance for Children Scale via Rasch analysis

Mancini

Rigoli

Piek

2019

Brit J of Edu Psychol

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Background The self‐concept of children has an impact on later behavioural development and psychopathology; therefore, evidence of the accurate measurement of self‐concept is important. Harter and Pike's (1984, Child Development, 55, 1969) commonly used measure of self‐concept, the Pictorial Scale of Perceived Competence and Social Acceptance for Children, has demonstrated varying evidence of its construct validity and reliability, particularly with preschool‐ or kindergarten‐aged participants. Aim To examine the measurement properties of the Acceptance and Competence measures, and to substantiate the measures’ adequacy within the latter participant age range. Sample One hundred and ninety‐seven preschool or kindergarten‐aged children (M = 5.40 years, SD = 0.30) provided data as part of the Animal Fun study over three measurement periods. Methods The study conducted a pair of Rasch analyses on the Acceptance and Competence measures described prior, with adherence to the assumptions of univariate measurement, item fit, item invariance, and response category adequacy examined as part of these analyses. Results While the Acceptance measure demonstrated adequate reliability outside of some potentially misfitting items, the study identified several limitations for the Competence measure, including potential gender‐based and verbal IQ‐based response biases. Conclusions Practitioners and research applications of these subscales may benefit from the response recoding recommendations provided in this study for the Acceptance measure, as they improved the measure's properties. The study provides potential solutions to item adequacy concerns, and avenues for future research, involving these measures.

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Global self-esteem, perceived athletic competence, and physical activity in children: A longitudinal cohort study

Cited by 59 publications

References 43 publications

Configurations of actual and perceived motor competence among children: Associations with motivation for sports and global self-worth

Configurations of actual and perceived motor competence among children: Associations with motivation for sports and global self-worth

Curve of Factors Model: A Latent Growth Modeling Approach for Educational Research

Measure reliability of the Perceived Competence and Social Acceptance for Children Scale via Rasch analysis

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