Background/Purpose During adolescence females often experience a decline in global self-esteem, physical self-concept, and motivation for physical education (PE). To date there has been little research to examine potential relationships of these three constructs within a PE setting. This study explored the relationships among motivation in PE, physical self-concept, and global self-esteem with adolescent females.
Methods A cross-sectional research design was implemented with adolescents females (N= 319) in grades eight, nine, and ten. Participants completed surveys on PE motivation, physical self-concept, and global self-esteem. Relationships among variables were first investigated with correlation analysis. Next, the moderating effect of physical self-concept on the relationship between PE motivation and global self-esteem was tested using hierarchical regression analysis.
Analysis/Results Correlation results indicated that both PE motivation and physical self-concept were positively related to self-esteem. Regression analysis results yielded a significant Motivation x Physical Self-Concept interaction. Follow-up slope tests suggested that high physical self-concept buffered self-esteem for students with low motivation toward PE whereas students with both low physical self-concept and motivation reported decreased levels of self-esteem.
Conclusions Findings from this study reveal complex relationships among motivation in PE, physical self-concept, and global self-esteem. Specifically, results highlight the importance for PE teachers to identify adolescent female students with low motivation toward PE and employ strategies to support their physical self-concept. Examples of strategies include encouraging participation in enjoyable activities in and out of class, discouraging gender stereotypes, and stressing the acceptance of individual differences.
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