An Investigation of Adolescent Girls’ Global Self-Concept, Physical Self-Concept, Identified Regulation, and Leisure-Time Physical Activity in Physical Education

in Journal of Teaching in Physical Education

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Emily Kristin BeasleyLouisiana State University

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Alex C. GarnLouisiana State University

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This study examined the relationships among identified regulation, physical self-concept, global self-concept, and leisure-time physical activity with a sample of middle and high school girls (N = 319) enrolled in physical education. Based on Marsh’s theory of self-concept, it was hypothesized that a) physical self-concept would mediate the relationship between identified regulation and global self-concept and b) physical self-concept would mediate the relationship between identified regulation and leisure-time physical activity. Data analysis revealed a structural model in which physical self-concept mediated the relationship between identified regulation and global self-concept as well as the relationship between identified regulation and leisure-time physical activity. Findings provide support for examining self-concept from a hierarchical and domain-specific perspective. Results also offer greater understanding about one possible mechanism that links physical education to increases in global self-concept and leisure-time physical activity, which are considered important outcomes of quality education.

The authors are with the Department of Kinesiology, Louisiana State University, Baton Rouge, LA.

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