Promoting schoolchildren’s self-esteem in physical education: testing the effectiveness of a five-month teacher training     

Benjamin Rubeli  Esther Oswald  Achim Conzelmann  Jürg Schmid  Stefan Valkanover 《Physical Education & Sport Pedagogy》2020,25(4):346-360

ABSTRACT

Background: Schoolchildren’s personality development is considered a central goal of physical education (PE). With regard to the relationship between psychological well-being and global self-esteem over the life course, the promotion of positive self-esteem is an issue of particular significance. Past research revealed that PE taught with an individualized teacher frame of reference (iTFR) and a reflexive teaching style is associated with positive effects on facets of children’s perceived sports competence. However, it remains an open question whether this teaching styles has the potential to promote positive self-esteem.

Purpose: The present study investigated whether a five-month teacher training, aimed to enhance the teachers’ iTFR and their reflexive teaching style in PE, has a positive effect on students’ perceived sports competence and their global self-esteem. To analyse the implementation quality, changes in students’ perceived iTFR and perceived reflexive teaching style were investigated.

Method: A total of 21 teachers were assigned to either an intervention group (n?=?13), receiving the five-month teacher training, or a control group (n?=?8) consisting of regular teaching without teacher training. The teacher training encompassed five three-hour consecutive sessions during which the teachers acquired theoretical and practical knowledge about the promotion of competence perceptions in PE with a reflexive teaching style and an iTFR. Between the sessions, the teachers were instructed to implement an iTFR and a reflexive teaching style into their own PE classes. To evaluate the effects of the teacher training, their students’ (N?=?315, 53.7% girls, M_age?=?13.2 y, SD_age?=?1.3 y) perceived teaching style (iTFR and reflexive teaching), perceived sports competence and global self-esteem were measured with paper-pencil questionnaires at three measurement points (pre, post and follow-up).

Findings: Linear mixed effect models showed that students of the intervention group reported an increase in their teachers’ reflexive teaching style, but there were no changes with regard to iTFR. With regard to students’ perceived sports competence and global self-esteem, there were significant interaction effects between time and group over a period of eight months (from pre-test to follow-up), indicating positive effects on these self-concept dimensions due to the teacher training.

Conclusion: The present study indicates that a long-term teacher training supports PE teachers to implement teaching styles with the aim to promote students’ self-concept. Furthermore, the findings lead to the assumption that a more pronounced iTFR in combination with an enhanced reflexive teaching style has the potential to positively influence schoolchildren’s perceived sports competence and global self-esteem.  相似文献   

自我概念影响高端教育产品消费行为之研究     

应爱玲  朱金福 《预测》2006,25(4):36-40

随着中国加入WTO，中国急需适应国际化发展的高端人才，高端教育的市场潜力巨大，且市场竞争激烈。本文通过研究消费者的心理结构，搭建消费者自我概念系统模型，以帮助国内高校了解高端教育消费者行为，经营好自己的教育品牌。针时自我概念对消费者购买行为之影响力做出讨论，并利用因子分析对自我概念因素进行实证研究，研究结果发现不同类型自我概念类型消费者在选购高端教育产品时的动机是不同的。  相似文献   

Teacher judgments at zero-acquaintance: A social accuracy analysis     

《Contemporary educational psychology》2021

How accurate are teachers’ first impressions and what moderates the degree of first impression accuracy? In previous teacher judgment accuracy research, teachers judged students who were well-acquainted to them, focusing on single traits. Here, we follow the zero-acquaintance paradigm and apply the Social Accuracy Model (SAM; Biesanz, 2010) to examine teachers’ first impressions regarding students’ personality profiles. Three groups of perceivers (student teachers, experienced teachers and psychology students; N = 285) rated students’ (N = 10) academic self-concept, intrinsic motivation and intelligence based on brief videos. SAM analyses revealed that teachers were accurate regarding the average students’ profile of characteristics (normative accuracy), but were not successful at detecting students' unique personality profiles (distinctive accuracy). Moreover, likeable students and those evaluated as more physically attractive were perceived with higher normative accuracy. Personality similarity and teaching experience were unrelated to accuracy. Implications for teacher judgment accuracy research and educational practice are discussed.  相似文献   

视障儿童与正常儿童自我概念和个性的比较研究   总被引：1，自引：0，他引：1  

宋鸿雁 《中国特殊教育》2001,2(4):50-55

本研究采用二十句陈述自我概念测验技术(TST)、艾森克人格问卷(EPQ)及深入访谈法,对自强中专的明眼、弱视和盲生共93人,进行了定量与定性相结合的分析研究.研究表现在自我概念和个性方面,这三类被试既有共性也有差异性;三类被试在自我概念和个性方面的差异均随年级升高而减小;视障学生在这两方面的内部差异明显大于明眼学生内部差异;致残年龄对盲童的精神和社会自我影响显著.  相似文献   

A Bifactor Exploratory Structural Equation Modeling Framework for the Identification of Distinct Sources of Construct-Relevant Psychometric Multidimensionality     

Alexandre J. S. Morin  A. Katrin Arens  Herbert W. Marsh 《Structural equation modeling》2016,23(1):116-139

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Investigating the relationship between pre-service physics teachers' professional knowledge,self-concept,and interest     

Stefan Sorge  Melanie M. Keller  Knut Neumann  Jens Möller 《科学教学研究杂志》2019,56(7):937-955

This study investigates the relationships between professional knowledge, self-concept, and interest of pre-service physics teachers. In order to support student learning and interest development alike, teachers need a profound professional knowledge and respective motivational orientations. Developing both professional knowledge and motivational orientations in teachers is therefore a key challenge of teacher education. Prior research has focused on the development of content knowledge (CK) and pedagogical content knowledge (PCK) within teacher education, but the role of motivational orientations such as self-concept and interest have mostly been neglected areas of study. As individuals develop domain-specific motivational orientations, they compare their achievement in an external frame to the achievement of their peers, and they compare their achievements in an internal frame across domains. The effects of these psychological processes on domain-specific motivational orientations are described by the generalized internal/external frame of reference model (GI/E model). We assessed the professional knowledge (CK and PCK) and motivational orientations (self-concept and interest) of N = 200 pre-service physics teachers from 12 teacher education institutes in Germany. To investigate the predictions of the GI/E model, we utilized structural equation modeling. In line with the GI/E model, the analysis revealed that pre-service teachers use social comparisons. Pre-service teachers with a higher CK/PCK also showed a higher CK/PCK self-concept. We also identified instances of internal comparisons as we found that a high level of CK corresponds with a lower PCK self-concept. While we could not identify the same effects from professional knowledge on interest, self-concept mediated the effects from professional knowledge on interest. The results suggest that interdependencies between professional knowledge and motivational orientation should be given more consideration in teacher education research and should also be addressed more explicitly in teacher education.  相似文献   

投射自我研究述评   总被引：1，自引：0，他引：1  

岳彩镇  黄希庭  彭玉  廖翌凯 《西南师范大学学报(人文社会科学版)》2008,34(6):16-21

投射自我是人们想象他人对自己的评价而由此产生的自我认知,它在自我概念的形成中起着重要的作用,也与自尊有着复杂关系。符号相互作用理论认为在自我概念形成中,人们观察他人怎样看待自己,然后将这些观点内化。而更多的研究表明,人们对自己有着特定的看法,这些看法造成了对他人如何看待自己的认知偏差。此外,可以从跨文化角度对投射自我做进一步的探讨,对脑机制的研究也很有必要。  相似文献   

学习者英语自我概念与英语水平关系中的性别差异     

梁鲜 《成都师专学报》2011,(5):77-83

本文以学习者性别差异为切入点,通过对348名大学新生所做的定量研究,观察并分析学习者英语自我概念与英语水平之间的关系。研究发现：（1）女生的整体英语自我概念、听力自我概念和阅读自我概念都明显高于男生,但在口语自我概念和写作自我概念上男女生不存在显著差异;（2）女生的综合英语水平及各项技能水平均高于男生,尤其是听说水平;（3）男生的英语自我概念与英语各项技能水平间的相关系数均高于女生,同时男生和女生的口语自我概念与口语水平的相关系数均最高;（4）在英语自我概念高分组中,女生只在口语水平上明显地高于男生,而在低分组里,女生的英语各项技能水平都明显高于男生,最为突出的是写作水平。  相似文献   

高职高专学生英语整体自我概念与英语学业成绩的关系——以昆明市某高职高专学校为例     

罗递敏 《牡丹江教育学院学报》2011,(4):88-89

通过对高职高专学校非英语专业学生英语学习自我概念进行问卷调查,研究了其英语学业成绩与英语整体自我概念之间的关系。研究结果表明,英语整体自我概念与英语学业成绩之间存在着显著正相关关系。  相似文献   

学校环境知觉、自我评价对青少年学校满意度的预测作用     

余益兵 《安徽广播电视大学学报》2011,(2):68-70

为考察学校情境下的环境知觉、自我评价对青少年学校满意度的影响,采用感知的学校气氛、一般自我概念和学校满意度问卷对320名初中生进行调查,结果表明：初中生学校环境知觉、自我概念与学校满意度呈中等程度显著相关;发展多样性、学习压力、师生关系以及自我概念显著预测学校满意度;环境知觉对学校满意度的方差解释率相对较高,得到了青少年对学校环境知觉和自我评价分别对学校满意度具有显著预测作用的结论。  相似文献