scholarly journals A Repeated Measures Experiment of Green Exercise to Improve Self-Esteem in UK School Children

2015 ◽  
pp. 101-118 ◽  
Keyword(s):  
School Children ◽  
Repeated Measures ◽  
Self Esteem ◽  
Green Exercise

scholarly journals A Repeated Measures Experiment of Green Exercise to Improve Self-Esteem in UK School Children

PLoS ONE ◽  
2013 ◽  
Vol 8 (7) ◽  
pp. e69176 ◽  
Author(s):  
Katharine Reed ◽  
Carly Wood ◽  
Jo Barton ◽  
Jules N. Pretty ◽  
Daniel Cohen ◽  
...  
Keyword(s):  
School Children ◽  
Repeated Measures ◽  
Self Esteem ◽  
Green Exercise

scholarly journals Affective Outcomes of Group versus Lone Green Exercise Participation

2020 ◽  
Vol 17 (2) ◽  
pp. 624 ◽  
Author(s):  
Mike Rogerson ◽  
Ian Colbeck ◽  
Rachel Bragg ◽  
Adekunle Dosumu ◽  
Murray Griffin
Keyword(s):  
Repeated Measures ◽  
Group Versus ◽  
Self Esteem ◽  
Connection To Nature ◽  
Green Exercise ◽  
Physically Active ◽  
Affective Outcomes ◽  
Exercise Participation ◽  
Health And Wellbeing ◽  
Complex Processes

‘Green exercise’ (being physically active within a natural environment) research has examined the influence of environmental setting on health and wellbeing-related exercise outcomes. However, it is not known whether social exercise settings influence green exercise-associated changes in mood, self-esteem, and connection to nature. This study directly compared outcomes of participating in green exercise alone compared to in a group. Using repeated measures, counterbalanced and randomized-crossover design, participants (n = 40) completed two 3 km runs around sports fields. These fields had a relatively flat grass terrain, predominant view of trees, and open grassland. On one occasion participants ran alone and on the other they ran in a group of 4–5 participants. Questionnaire measures of mood, self-esteem, and connection to nature were completed immediately pre- and post-run. Across all of the measures, two-way mixed ANOVAs found that there were statistically significant effects for time but not for time-by-condition interactions. The simplest interpretation of this finding is that social setting does not influence individuals’ attainment of the psychological outcomes of green exercise participation. However, we discuss the possibility that more complex processes might underpin this finding.

Excess body weight and abdominal obesity in relation to selected psychosocial characteristics in primary school children

2019 ◽  
Vol 50 (4) ◽  
pp. 739-750
Author(s):  
Ioannis Vassiloudis ◽  
Vassiliki Costarelli
Keyword(s):  
Body Weight ◽  
Abdominal Obesity ◽  
School Children ◽  
Self Esteem ◽  
Primary School Children ◽  
Excess Body Weight ◽  
Self Perception ◽  
Psychosocial Characteristics ◽  
Content Type ◽  
Anxiety Levels

Purpose The purpose of this paper is to investigate excess body weight and abdominal obesity in relation to selected psychosocial characteristics such as self-perception, self-esteem and anxiety, in primary school children. Design/methodology/approach A school-based cross-sectional study was conducted with a total of 528 students 10-12 years of age, randomly selected, from the area of Athens, Greece. The Greek versions of the self-perception profile for children (SPPC) and the state-trait anxiety inventory for children (STAI-C) questionnaires have been used to determine the children’s self-perception/self-esteem and the status of anxiety, respectively. Standard anthropometric measurements were also taken. Pearson correlation coefficient was used to test for possible linear correlations between data variables. One-way ANOVA and independent t-test were used to determine statistically significant differences between the means of children’s body mass index (BMI) – abdominal obesity groups. For multiple comparisons, Bonferroni post-tests were run. Findings Overweight and obese children and children with abdominal obesity had lower scores in all of the domains of SPPC self-perception, the SPPC global self-esteem and the STAI-C anxiety levels in comparison to normal weight children. BMI and abdominal obesity correlated negatively with each one of the five domains of the SPPC self-perception (p < 0.001) and the SPPC global self-esteem (p < 0.001) and positively with the STAI-C anxiety levels (p < 0.005). One-way ANOVA and independent t-test revealed statistically significant differences between the means of children’s BMI and abdominal obesity groups in all the domains of SPPC self-perception (p < 0.001), the SPPC global self-esteem (p < 0.001) and the STAI-C anxiety levels (p < 0.005). There were no gender differences in the psychometric characteristics assessed in this study. Originality/value Primary school children with excess body weight and abdominal obesity have increased anxiety levels and they score lower in key psychosocial characteristics, in comparison to normal weight children.

scholarly journals Impact of Peer-Led Cancer Education Program on Knowledge, Health Beliefs, Practice, and Self-Esteem among Pairs of Nepalese High-School Students and Their Knowledge-Sharing Partners

Healthcare ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 64
Author(s):  
Kritika Poudel ◽  
Naomi Sumi ◽  
Rika Yano
Keyword(s):  
High School Students ◽  
Knowledge Sharing ◽  
Education Program ◽  
Repeated Measures ◽  
Health Workers ◽  
Cancer Education ◽  
Peer Group ◽  
Self Esteem ◽  
Control Group ◽  
Cancer Symptoms

Raising cancer awareness among adolescents can increase their confidence in identifying cancer symptoms and develop healthy habits. This study tested the effectiveness of cancer education based on a new model among high schoolers. A non-randomized control group pre-post-test design study was conducted among 313 pairs of adolescent students and their knowledge-sharing partners in Lalitpur, Nepal. A baseline test was conducted before the education program, and it was followed up at two weeks and three months. Results were measured using a chi-square test, binary logistic regression, and a two-way repeated-measures ANOVA. There was a significant interaction effect of intervention and time on students’ knowledge, beliefs, self-esteem, and practice, along with a change in some scores of knowledge-sharing partners. Joint assignment supported the idea of diffusion of information within the family and in the neighborhood. The peer group discussion could encourage active learning and help students to participate visibly in problem-solving and reflecting more sustainably. Time constraints, lack of human resources, and support groups, might limit this program’s usage; however, preparing guidelines, and connecting communities, organizations, hospitals, volunteer health workers, and survivors can help make it more sustainable and approachable.

scholarly journals Self-reported quality of life and self-esteem in sad and anxious school children

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Kristin D. Martinsen ◽  
Simon-Peter Neumer ◽  
Solveig Holen ◽  
Trine Waaktaar ◽  
Anne Mari Sund ◽  
...  
Keyword(s):  
Quality Of Life ◽  
School Children ◽  
Self Esteem

Self-Consciousness, Self-Esteem and Depression of Gifted School Children

1990 ◽  
Vol 66 (3) ◽  
pp. 960-962 ◽  
Author(s):  
Marie Pearson ◽  
John Beer
Keyword(s):  
School Children ◽  
Self Esteem

Effects of Group Logo therapy Training on Self-Esteem, Communication Skills, and impact of event scale-revised (IES-R) in Elderly

2019 ◽  
Author(s):  
Ali Soroush ◽  
Arash Ziapour ◽  
Manoj Sharma ◽  
Iran Jahanbin ◽  
Bahare Andayeshgar ◽  
...  
Keyword(s):  
Communication Skills ◽  
Repeated Measures ◽  
Controlled Trial ◽  
The Elderly ◽  
Self Esteem ◽  
Stressful Events ◽  
The Self ◽  
Case Group ◽  
Impact Of Event Scale ◽  
Event Scale

Abstract Background: To evaluate the effects of group logotherapy training on the Self-Esteem, communication skills, and dealing with event in elderly. Methods: The sample of this randomized controlled trial (RCT) includes 30 elderly individuals with unstable and weak self-esteem in an Daily Center for the elderly. The Samples are selected by convenience method and divided into two equal groups, i.e. the cases and controls. The Coopersmith Self-Esteem Inventory (CSEI), Weiss and Marmar’s Impact of Event Scale-Revised (IES-R), and Barton’s Communication Skills Questionnaire were instruments for data collection. After evaluating the baseline, the case group attended ten sessions of group logotherapy. During this period, the controls were only using the conventional programs of the center. At the end of the program, the baseline sessions were completed by all participants at 1 and 3-month follow-up. The collected data were analyzed using analysis of variance with repeated measures, independent t-test, and chi-square. Results: The results show that group logotherapy significantly is effect on the improvement of self-esteem, communication skills, and dealing with events in the elderly (P<0.001). However, a decrease in the effects of the trainings over time was observed in the follow-ups one and three months after the program. Conclusions: It can be concluded that group logotherapy training can be used for boosting the self-esteem, improving the communication skills, and improving proper responses to stressful events among the elderly. The durability of the benefits of these trainings requires reevaluation of this program in the long term.

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