Self-Concept in Childhood: The Role of Body Image and Sport Practice

Mendo-Lázaro, Santiago; Río, María Isabel Polo del; Amado-Alonso, Diana; Gallego, Damián Iglesias; Barco, Benito León del

doi:10.3389/fpsyg.2017.00853

Cited by 42 publications

(60 citation statements)

References 39 publications

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“…These data are alarming, taking into account the studies that have shown that body dissatisfaction is linked to negative and maladaptive consequences of children's behavior, such as the development of eating behavior disorders [16,17], and low levels of physical activity [29]. Therefore, before such dissatisfaction can lead to behaviors that are consolidated and harmful for children's health, it is necessary to intervene in the schools, where the subject of Physical Education could be a crucial aspect [30,31].…”

Section: Discussionmentioning

confidence: 99%

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Examining Body Satisfaction and Emotional–Social Intelligence among School Children: Educational Implications

Alonso

Barco

Mendo-Lázaro

et al. 2020

IJERPH

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In childhood, the perception of body image is in the construction phase and emerges linked to the aesthetic ideals of society, which is well differentiated according to gender. In this way, according to people’s interpretations of the environment and how to manage it emotionally, greater or lesser body satisfaction may be generated, which could have irreversible consequences for children. Therefore, our interest lies in how body image satisfaction and gender can act as modulating variables of emotional intelligence in childhood, analyzing differences in the intrapersonal, interpersonal, stress management, adaptability, and mood dimensions of emotional intelligence, according to the degree of body image satisfaction and the child’s gender. A total of 944 Primary Education students selected by multistage cluster sampling, 548 boys and 396 girls aged between 9 and 12 years from different schools in Extremadura (Spain), participated in the research. The study design was descriptive, and questionnaires to measure emotional intelligence, self-perception, and body image satisfaction were used. An analysis of descriptive statistics, a Chi-square test to measure the variance/invariance of the participants’ distribution according to their satisfaction with body image and gender, and a MANOVA to determine the possible effects of satisfaction with body image as well as of gender on emotional intelligence were conducted. Regardless of gender, children who were satisfied with their body image showed higher interpersonal intelligence, greater adaptability, and better mood. With respect to gender, girls showed higher stress management than boys. Throughout Compulsory Education, it is necessary to promote campaigns imparted by specialists to prevent body image dissatisfaction, so that the benefits can reach the entire educational community (students, teachers, and parents). In this work, several possibilities are described to meet the demands of contemporary society.

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Section: Discussionmentioning

confidence: 99%

“…In this sense, the way people perceive, feel, and behave in relation to their own body may be associated with high body satisfaction or body dissatisfaction. If not properly controlled or directed, this can cause serious consequences, such as the development of eating behavior disorders [16,17].…”

Section: Introductionmentioning

confidence: 99%

Examining Body Satisfaction and Emotional–Social Intelligence among School Children: Educational Implications

Alonso

Barco

Mendo-Lázaro

et al. 2020

IJERPH

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“…For example, recent studies on physical and exercise domains carried out with community samples of Spanish adolescents, evidenced that gender stereotypes, body image, and sport practice showed different relations with academic, physical, emotional and family self-concept (Mendo-Lázaro et al, 2017); moreover, physical activity during adolescence improves physical self-concept, integration into peer groups and academic results (Martínez and Hernández, 2017); sampling young adult Chilean judo-practitioners, it was revealed that motivational climate was related to physical self-concept and satisfaction with the task (Ortega et al, 2017). Clinical studies have shown, in a children and adolescents community sample, that food neophobia presented different associations with social, physical, and academic self-concept (Maiz and Balluerka, 2018); furthermore, an emotional intelligence program for women with breast cancer showed general increase on the five AF5 self-concept factor scores and a decrease in anxiety (Cejudo et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Validation of the Five-Factor Self-Concept Questionnaire AF5 in Brazil: Testing Factor Structure and Measurement Invariance Across Language (Brazilian and Spanish), Gender, and Age

et al. 2018

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Self-concept is widely conceptualized as multidimensional (Shavelson et al., 1976). The Five-Factor Self-Concept Questionnaire (AF5, García and Musitu, 2009) assesses five specific dimensions (i.e., academic, social, emotional, family, and physical). It is a psychometrically sound questionnaire, developed, and normed in Spain, which is widely used with Spanish-speaking samples. The validation of the AF5 in Brazil would expand its potential, and would facilitate cross-cultural research. To validate the Brazilian version of the AF5, the present study apply confirmatory factor analysis and multi-sample invariance analysis across sex (women vs. men), age (11–18 years old), and language (Brazilian [Portuguese] vs. Spanish). The sample consisted of 4,534 students (54.6%, women, 53.7%, Spanish) ranging in age from 11 to 18 years old (M = 14.61, SD = 2.09). The findings of the present study confirmed that the five-dimensional AF5 factorial structure provided the better fit to the data compared to alternative one-dimensional and orthogonal five-dimensional structures. The 30 items loaded appropriately on the five dimensions. Multi-group analysis for invariance between sex, age, and language groups showed equal loading in the five factors, equal covariation between the five dimensions, and equal error variances of items. Additionally, in order to obtain an external validity index, the five AF5 factors were related to both acceptance/involvement and strictness/imposition parenting dimensions. These results provide an adequate basis for meaningful comparative studies on a highly relevant construct, multidimensional self-concept, between male and female adolescents of different ages, and Brazilian (Portuguese) and Spanish-speaking samples. These results validate the instrument and confirm its suitability in cross-cultural research.

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“…More specifically, it has been shown that self-concept is a factor associated with physical and sporting activity [22,23], so that those who regularly practice sport have a higher self-concept [24], particularly the physical self-concept [25,26] but also with all the self-concept dimensions [27]. But we would like to analyse the relation between the number of hours of organized sports practice and self-concept as a function of gender.…”

Section: Introductionmentioning

confidence: 99%

Multidimensional Self-Concept in Elementary Education: Sport Practice and Gender

et al. 2018

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Background: The purpose of this study was to analyse the relation between the number of hours of organized sports practice and self-concept, considered from a multidimensional approach (physical, emotional, academic, social and family self-concept). The relation between these variables as a function of gender was also investigated. Methods: We used a sample of 840 students from fifth and sixth grade of Elementary Education (494 boys and 346 girls), aged 9 to 12 years, from Spain. To assess the students’ self-concept, we used the AF-5 Self-Concept Form 5 questionnaire. Results: The results show that children who practice organized sport, present a better physical self-concept (0 h a day [h/d]: M = 5.20, SD = 1.82; 1 h/d: M = 5.90, SD = 1.82; 2 h/d: M = 5.99, SD = 1.56; 3 h/d: M = 6.00, SD = 1.42). Boys present a higher emotional self-concept than girls (p < 0.05). Moreover, children’s sports practice is beneficial for the academic and family self-concept but in the case of girls, a high number of hours of daily practice may be decreasing these potential benefits. Conclusions: The findings suggest that organized sports practice could have a positive effect on self-concept. We underline the importance of encourage children to practice sport and paying particular attention to gender differences in the development of the emotional self-concept during elementary education.

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Self-Concept in Childhood: The Role of Body Image and Sport Practice

Cited by 42 publications

References 39 publications

Examining Body Satisfaction and Emotional–Social Intelligence among School Children: Educational Implications

Examining Body Satisfaction and Emotional–Social Intelligence among School Children: Educational Implications

Validation of the Five-Factor Self-Concept Questionnaire AF5 in Brazil: Testing Factor Structure and Measurement Invariance Across Language (Brazilian and Spanish), Gender, and Age

Multidimensional Self-Concept in Elementary Education: Sport Practice and Gender

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