Social Psychological Aspects of Competition for Male Youth Sport Participants: IV. Predictors of Enjoyment

Scanlan, Tara K.; Lewthwaite, Rebecca

doi:10.1123/jsp.8.1.25

Cited by 252 publications

(181 citation statements)

References 9 publications

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“…For example, perceptions of physical competence are a strong and positive predictor of children's and adolescents' enjoyment of sport (e.g., Boyd & Yin, 1996;Scanlan & Lewthwaite, 1986;Wankel & Sefton, 1989). Similar findings have been reported for children's and adolescents' attraction to physical activity participation (e.g., Brustad, 1993aBrustad, , 1996aA.…”

Section: Self-evaluations and Affectsupporting

confidence: 68%

Intraindividual variability of self-evaluations in the physical domain: Prevalence, consequences, and sources

Amorose

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Research and theory have highlighted the influence of self-evaluations on achievement behaviors, cognitions, and affective responses. Nevertheless, the focus has primarily been on level of self-evaluations (i.e., high or low). One individual difference factor receiving increasing attention is the degree to which individuals exhibit short-term fluctuations in their self-evalu~tions (i.e., intraindividual variability). Research in developmental and social psychology has shown that intraindividual variability of global self-esteem is related to motivational and affective responses above and beyond level of self-esteem. The goal of this study was to extend the literature on self-evaluations by examining intraindividual variability of global and physical self-evaluations (i.e., global self-worth, physical self-worth, perceived physical competence). Specifically, the study examined: (a) the prevalence of intraindividual variability of global and physical selfevaluations; (b) the independent and combined influence of level and intraindividual variability of self-evaluations on motivation and affect toward physical activity; and, (c) the relationship between social sources of evaluative information and intraindividual variability. Middle school students (N = 167) ranging in age from 12-15 years (M = 13.48 years, SD = .56) completed questionnaires each day that they were in physical education class for 3 weeks (i.e., 6 occasions). Results revealed that the majority of the boys and girls exhibited fluctuations in their self-evaluations over the 3 weeks. Level of self-evaluations was the critical predictor of affect and intrinsic motivation in most analyses; however, stability of self-evaluations did make varying contributions to the prediction of intrinsic motivation and affect, but not effort and persistence. The influence ·of intraindividual variability was particularly salient for adolescents with higher levels of iii global self-worth. Students with higher but relatively less stable global self-worth exhibited lower intrinsic motivation and affect than students with higher but stable global self-evaluations. Nonsignificant relationships were found between intraindividual variability and the importance that students' placed on social sources of evaluative information. Overall, results indicated that intraindividual variability of global and physical self-evaluations should be considered along with level to gain a more complete understanding of adolescents' sport and physical activity experiences.IV ACKNOWLEDGEMENTS

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Section: Self-evaluations and Affectsupporting

confidence: 68%

Intraindividual variability of self-evaluations in the physical domain: Prevalence, consequences, and sources

Amorose

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“…Scanlan and Lewthwaite (1986) found a strong positive correlation of .70 between wrestlers' reported sport enjoyment and their desire to continue wrestling. Furthermore, models of participation motivation identify enjoyment as a strong determinant of continued involvement in sports.…”

Section: Overview Of the Sport Commitment Modelmentioning

confidence: 90%

Determinants of elite athletes' commitment to sport : examination of the sport commitment model in the professional sport domain

Hall¹

2000

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This study examined the applicability of the Sport Commitment Model for a group of elite, professional athletes. The model proposes that an athlete's commitment will increase as sport enjoyment, personal investments, social constraints, and involvement opportunities increase and will decrease with an increase in involvement opportunities. The influence of identification as an athlete, a determinant of commitment not included in the original model, was also examined. One hundred and eighty three ii professional football players from the Canadian Football League (CFL) (n = 121) and National Football League (NFL) (n = 69) participated in the study.

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“…One explanation for the high participation rates is that youth perceive sport as an enjoyable activity (e.g., Ewing & Seefeldt, 1989;Gill, Gross, & Huddleston, 1983;Gould & Hom, 1984;Pugh, Wolff, DeFrancesco, Gilley, & Heitman, 2000;Scanlan & Lewthwaite, 1986). More precisely, a study of 10 to 18 year olds found that 'fun' was the primary reason children became involved in sport (Ewing & Seefeldt, 1989).…”

Section: Youth and High School Sportmentioning

confidence: 99%

Sources of knowledge acquisition: perspectives of the high school teacher/coach

Wilson

Bloom

Harvey

2010

Physical Education & Sport Pedagogy

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Social Psychological Aspects of Competition for Male Youth Sport Participants: IV. Predictors of Enjoyment

Cited by 252 publications

References 9 publications

Intraindividual variability of self-evaluations in the physical domain: Prevalence, consequences, and sources

Intraindividual variability of self-evaluations in the physical domain: Prevalence, consequences, and sources

Determinants of elite athletes' commitment to sport : examination of the sport commitment model in the professional sport domain

Sources of knowledge acquisition: perspectives of the high school teacher/coach

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