An Analysis of Sport Identity as a Predictor of Children’s Participation in Sport

2006 ◽  
Vol 18 (4) ◽  
pp. 415-425 ◽  
Author(s):  
Patrick W.C. Lau ◽  
Kenneth R. Fox ◽  
Mike W.L. Cheung
Keyword(s):  
Hong Kong ◽  
Secondary Schools ◽  
Path Analysis ◽  
Peer Influence ◽  
Sport Participation ◽  
Regression Analyses ◽  
Relative Autonomy ◽  
Sport Competence ◽  
Sport Identity

The purpose of this study was to examine the role of sport identity within a model of children’s sport participation. Participants were 238 boys and 231 girls aged 12 to 13 years from state secondary schools in Hong Kong. Questionnaires were administered in order to assess the influences of psychosocial and socioenvironmental constructs on children’s sport involvement. Regression analyses and path analysis were used to assess hypothesized relationships in the model. Results indicated that sport identity was the strongest predictor of children’s sport participation; perceived sport competence, peer influence, and relative autonomy index (RAI) were predictors of sport identity; and path analysis indicated that the data provided a good fit to the model featuring sport identity as the mediator between psychosocial and socioenvironmental variables and children’s sport participation.

Participation in Organized Sport and Self-Esteem Across Adolescence: The Mediating Role of Perceived Sport Competence

2014 ◽  
Vol 36 (6) ◽  
pp. 584-594 ◽  
Author(s):  
Stefan Wagnsson ◽  
Magnus Lindwall ◽  
Henrik Gustafsson
Keyword(s):  
Sport Participation ◽  
Skill Development ◽  
Self Esteem ◽  
The Self ◽  
Age Group ◽  
Organized Sport ◽  
Age Cohorts ◽  
Mediating Role ◽  
Sport Competence

The purpose of the study was to test longitudinal (2 years across three occasions) associations between sport participation (SP) and self-esteem (SE) across adolescence (10–18 years), addressing the mediating role of perceived sport competence (PSC) from a developmental perspective. Three waves of data were collected from three age cohorts (10–12, 13–15, and 16–18 years) of school-aged youth (N = 1358). The results demonstrate that SP and SE are related across time and that PSC has an important mediating role in this relationship, both from a skill development and a self-enhancement perspective. In the skill development model, the mediating role of PSC was significantly stronger in the youngest cohort whereas the effect of PSC on subsequent SP in the self-enhancement model was significantly stronger in the 13–15 age group compared with the youngest age group.

scholarly journals Strengths Against Psychopathology in Adolescents: Ratifying the Robust Buffer Role of Trait Emotional Intelligence

2020 ◽  
Vol 17 (3) ◽  
pp. 804 ◽  
Author(s):  
José A. Piqueras ◽  
Maria do Céu Salvador ◽  
Victoria Soto-Sanz ◽  
Francisco Mira ◽  
Juan-Carlos Pérez-González
Keyword(s):  
Mental Health ◽  
Emotional Intelligence ◽  
Secondary Schools ◽  
Irrational Beliefs ◽  
Process Analysis ◽  
Adolescent Mental Health ◽  
Trait Emotional Intelligence ◽  
Regression Analyses ◽  
Mindfulness Skills

The aim of this study was to unravel the interrelated effects of trait emotional intelligence (Trait EI), mindfulness, and irrational beliefs on adolescent mental health. A random sample of students from three secondary schools in Spain and eight secondary schools in Portugal was recruited. We conducted four-step hierarchical regression analyses. We also conducted regression analyses to examine the role of mindfulness skills and catastrophizing as mediators of the link between emotional intelligence and psychosocial problems. Finally, the SPSS PROCESS computing tool was used to perform conditional process analysis (model 6). A total of 1370 adolescents from Spain (n = 591) and Portugal (n = 779) participated in this study (mean age = 14.97, SD = 1.50; range = 12–18). The mediation analyses confirmed that adolescent mental health was determined by Trait EI directly, and by mindfulness skills and catastrophizing thoughts in an indirect way. Together, the four variables explained 44% of psychopathology, with EI being the most powerful predictor, which ratify the robust buffer role and incremental validity of Trait EI against youth mental health. The identified pathways provide keys for emotional education interventions aimed at promoting adolescent mental health.

PARENTS AS PARTNERS IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 1 (7) ◽  
pp. 152-158
Author(s):  
N. M. BURYKINA ◽  
Keyword(s):  
Developmental Disabilities ◽  
Secondary Schools ◽  
Special Needs ◽  
Educational Environment ◽  
Children With Special Needs ◽  
Raising Children ◽  
Philosophical Foundations ◽  
The Family ◽  
Children With Developmental Disabilities

This article discusses the role of the family in the social development of children with special needs in an inclusive educational environment, in connection with which the study addresses a new aspect of the interaction between the teacher and the child’s family, the interaction of the teacher (teacher) and parents of children with developmental disabilities is highlighted in a variety of areas, students in secondary schools or attending kindergartens. The purpose of the study is to assess the role of the family in the adaptation of children with developmental disabilities, studying in secondary schools or attending kindergartens. To achieve this goal, the author defines a range of research tasks: to study the historical and philosophical foundations of the role of the family in raising children with special needs; highlight the role of the family in implementing early intervention programs in secondary schools; substantiate the main stages that any school must go through, striving to create a more fruitful relationship between the school, family and community. The author stated the following results as a scientific novelty: general recommendations have been developed so that parents feel confident, competent and can work more productively together with teachers (educators) when children visit kindergarten groups (classes). As a result of the study, the author came to the conclusion that the process of teaching children with special needs in a comprehensive school is most effective in the interaction of the teacher and the family of the child.

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