Purpose
A child's life satisfaction is an important social indicator when analyzing pediatric health and wellbeing (Huebner & Diener, 2008). Extant research purports children and youth who are pervasively dissatisfied with their lives are more depressed, anxious, engage in a number of risk behaviors, and live more physically inactive lifestyles (Huebner, Suldo, & Valois, 2005). The life satisfaction of children and youth is influenced by factors including positive life experiences (McCullough, Huebner, & Laughlin, 2000), self-concept (Huebner, 1991), parent and peer trust (Nickerson & Nagle, 2004), and self-esteem, internal locus of control, and emotional stable temperaments (Rigby & Huebner, 2004), but much of the variance in life satisfaction has yet to be explained. Given the salutary effects of physical activity on children's physical and psychological health (Sallis, Prochaska, & Taylor, 2000), this study tested a conceptual model positing the relationship between a physical activity, running, and life satisfaction in elementary school-aged children.
Methods
Cross-sectional data were collected (November 2007) from 288 elementary school-aged children (62% response rate) and their parents (163, 35% response rate) at three public elementary schools in a Midwest community. Students were asked to complete a questionnaire with instruments measuring physical activity level (Self-Administered Physical Activity Checklist; Sallis, et al., 1996), physical ability and self-concept (Self-Description Questionnaire I; Marsh & Holmes, 1990), and life satisfaction (Brief Multidimensional Students' Life Satisfaction Scale; Seligson, et al., 2005). Parents were asked to provide the height and weight of their child in a questionnaire.
Analysis/Results
Using AMOS16, confirmative factor analysis was run with self-concept, physical ability, and life satisfaction. The model fit the data adequately (Χ2/df = 136.310/74 = 1.842; CFI = .878; RMSEA = .60). The internal consistency values ranged from .568 to .634. The structural model which included physical activity, physical ability, self-concept, and life satisfaction was also tested. The fit indices revealed a reasonable fit (Χ2/df = 146.943/88 = 1.670; CFI = .886; RMSEA = .54).
Conclusions
Results indicate physical activity (running) in elementary school-aged children indirectly influences life satisfaction through various variables including perceived physical ability and self-concept. Despite the model support, there is room for improvement. Future research should consider including additional intrapersonal characteristics (e.g., self-image and internal locus of control) and outcomes of physical activity experiences such as body composition and aerobic fitness to better explain the relationship between physical activity and life satisfaction. Moreover, testing the model on different physical activities will improve the model's external validity.