The factorial concept of inferiority complexes and their relationship to students' personal characteristics regarding physical education

Abstract

: The factorial concept of inferiority complexes and their relationship to students' personal characteristics regarding physical education. Japan J. Phys. Educ. Hlth. Sport Sci. 61: 663 680, December, 2016 AbstractWe investigated the factorial concept and features of Japanese elementary and junior high school students' inferiority complexes in relation to physical education. Fifth and sixth graders (n＝ 341) and junior high school students (n＝336) completed 3 questionnaires: one created for this study and consisting of questions regarding inferiority complexes in relation to physical education; another made up of stress cognitive appraisal questions (Suzuki and Sakano, 1998); and a third relating to perceived competence in school life and self-esteem (Sakurai, 1992; Sakurai and Matsui, 2007).Factor analysis revealed 2 inferiority complex concepts, namely``complex focused on motor skills'' (C MS) and``complex focused on psychosocial and physical factors causing feelings of inferiority to develop into an inferiority complex'' (C PPF). Two-way analysis of variance revealed that female elementary and junior high school students were more likely than males to have a C MS, and that male junior high school students were more likely than male elementary students to have a C PPF. Correlation analysis revealed that hating to participate in physical activities, play sports, and attend physical education classes was strongly correlated with having an inferiority complex in relation to physical education. Multiple regression analysis showed that psychosocial development around the time of puberty in‰uenced the relationship between self-competence and the presence of an inferiority complex. It also in‰uenced the relationship between cognitive appraisal of the perceived threat or impact of inability to fulll physical education assignments and the presence of an inferiority complex. These results suggest that in order to recognize inferiority complexes in relation to physical education, it is important to consider the diversity of students' focuses on their inferiority complexes and to make allowances for their states of psychosocial development.

Structure of Subjective Adjustment to Physical Education Classes for Elementary School Students

“…The positive emotions generated by experiences of success are considered essential for students to adjust to PE classes. In contrast, students who are not good at sports are less likely to experience the positive emotions associated with successful experiences and are more likely to form maladjustments (Sasaki and Suko, 2016).…”

“…This is because positive and negative feelings and approaches toward class are believed to have positive and negative effects on a student's adjustment. Indeed, previous studies have shown that active participation in PE classes promotes adjustment (Suzaki and Sugiyama, 2015) and that students who dislike PE classes are more likely to have an aversive attitude toward PE classes (Sasaki and Suko, 2016).…”

Development of the Physical Competence Scale for Elementary School Students in Japan

“…The second point to consider is the effect of an inferiority complex with regard to feelings of disgust, avoidance behavior, and passive recognition toward physical education. Sasaki and Suko (2016) revealed that girls tend to experience a greater inferiority complex in physical education at upper levels of elementary school than boys do. This suggests that girls are more likely to develop an inferior complex in physical education, which reduces their opportunities to attain successes and entertain a sense of achievement through exercise and sports.…”