The impact of an experiential education program on the self-perceptions and perceived social regard of physical education students

Journal of Sport and Exercise Psychology

Volumn 32, Issue 6, 2010, Pages 786-804

  Gibbons, Sandra L ^a   Ebbeck, Vicki ^b   Concepcion, Rebecca Y ^c   Li, Kin Kit ^d  

^a UNIVERSITY OF VICTORIA   (Canada)

^b OREGON STATE UNIVERSITY   (United States)

^c PACIFIC UNIVERSITY   (United States)

^d CITY UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

Children; Intervention; Middle school; Self concept

Indexed keywords

EID: 79551714780     PISSN: 08952779     EISSN: 15432904     Source Type: Journal    
DOI: 10.1123/jsep.32.6.786     Document Type: Article

References (44)

1. Beightol, J., Jevertson, J., Gray, S., Carter, S., & Gass, M. (2009). The effect of an experiential, adventure-based "Anti-Bullying Initiative" on levels of resilience: A mixed methods study. Journal of Experiential Education, 31, 420-424.
2. Bernard, B. (2004). Resiliency, what we have learned. San Francisco, CA: WestEd.
3. Cason, D., & Gillis, H.L. (1994). A meta-analysis of outdoor adventure programming with adolescents. Journal of Experiential Education, 17, 40-47.
4. Christie-Mizell, C.A. (2003). Bullying: The consequences of interparental discord and child's self-concept. Family Process, 42, 237-251.
5. Cronbach, L.J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297-334.
6. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.
7. Cox, A., Duncheon, N., & McDavid, L. (2009). Peers and teachers as sources of relatedness perceptions, motivation, and affective responses in physical education. Research Quarterly for Exercise and Sport, 80, 765-773.
8. Demaray, M.K., & Malecki, C.K. (2002). Critical level of perceived social support associated with student adjustment. School Psychology Quarterly, 17, 213-241.
9. DuBois, D.L., Burk-Braxton, C., Swenson, L.P., Tevendale, H.D., Lockerd, E.M., & Moran, B.L. (2002). Getting by with a little help from self and others: Self-esteem and social support as resources during early adolescence. Developmental Psychology, 38, 822-839.
10. Ebbeck, V., & Gibbons, S.L. (1998). The effect of a team building program on the selfconceptions of grade 6 and 7 physical education students. Journal of Sport & Exercise Psychology, 20, 300-310.
11. Garst, B., Scheider, I., & Baker, D. (2001). Outdoor adventure program participation impacts on adolescent self-perception. Journal of Experiential Education, 24, 41-49.
12. Gibbons, S.L., & Black, K.M. (1997). Effect of participation in team building activities on the self-concepts of middle school physical education students. AVANTE, 1, 46-60.
13. Gibbons, S.L., & Ebbeck, V. (in press).Team building through physical challenges in gendersegregated classes and student self-conceptions. Journal of Experiential Education.
14. Glover, D.R., & Midura, D.W. (1992). Team building through physical challenges. Champaign, IL: Human Kinetics.
15. Goudas, M., & Magotsiou, E. (2009). The effects of a cooperative physical education program on students' social skills. Journal of Applied Sport Psychology, 21, 356-364.
16. Harter, S. (1982). The perceived competence scale for children. Child Development, 53, 87-97.
17. Harter, S. (1985a). Manual for the self-perception profile for children. Denver, CO: University of Denver.
18. Harter, S. (1985b). Manual for the social support scale for children. Denver, CO: University of Denver.
19. Harter, S. (1987). The determinants and mediational role of global self-worth in children. In N. Eisenberg (Ed.), Contemporary topics in developmental psychology (pp. 219-242). New York: Wiley.
20. Harter, S. (1993). Causes and consequences of low self-esteem in children and adolescents. In R.F. Baumeister (Ed.), Self-esteem: The puzzle of low self-regard (pp. 87-116). New York: Plenum.
21. Harter, S. (1999). The construction of the self: A developmental perspective. New York: Guilford.
22. Hattie, J., Marsh, H.W., Neill, J.T., & Richards, G.E. (1997). Adventure education and Outward Bound: Out-of-class experiences that make a lasting difference. Review of Educational Research, 67, 43-87.
23. Holm, S. (1979). A simple sequentially rejective multiple test procedure. Scandinavian Journal of Statistics, 6, 65-70.
24. Jelalian, E., & Mehlenbeck, R. (2002). Peer-enhanced weight management treatment for obesity and overweight adolescents: Some preliminary findings. Journal of Clinical Psychology in Medical Settings, 9, 15-23.
25. Kaltiala-Heino, R., Rimpela, M., Rantanen, P., & Laippala, P. (2001). Adolescent depression: The role of discontinuities in life course and social support. Journal of Affective Disorders, 64, 155-166.
26. Marsh, H.W. (1986). Global self-esteem: Its relation to specific facets of self-concept and their importance. Journal of Personality and Social Psychology, 51, 1224-1236.
27. Marsh, H.W., & Craven, R.G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1, 133-163.
28. Marsh, H.W., Richards, G.E., & Barnes, J. (1986a). Multidimensional self-concepts: The effect of participation in an Outward Bound program. Journal of Personality and Social Psychology, 50, 195-204.
29. Marsh, H.W., Richards, G.E., & Barnes, J. (1986b). Multidimensional self-concepts: A longterm follow-up of the effect of participation in an Outward Bound program. Personality and Social Psychology Bulletin, 12, 475-492.
30. Moens, E., Braet, C., & Timbremont, B. (2005). The relationship between depression and self-esteem in obese children and adolescents. Kindheit und Entwicklung, 14, 237-243.
31. Neill, J.T., & Dias, K.L. (2001). Adventure education and resilience: The double-edged sword. Journal of Adventure Education and Outdoor Learning, 1, 35-42.
32. Ommundsen, Y., & Kvalø, S.E. (2007). Autonomy-mastery, supportive or performance focused? Different teachers behaviours and pupils' outcomes in physical education. Scandinavian Journal of Educational Research, 51, 385-413.
33. Panicucci, J. (2002). Adventure curriculum for physical education: Middle school. Beverly, MA: Project Adventure, Inc.
34. Patrick, H., Ryan, A.M., Alfeld-Liro, C., Fredrick, J.A., Hruda, L.Z., & Eccles, J. (1999). Adolescents' commitment to developing talent: The role of peers in continuing motivation for sports and the arts. Journal of Youth and Adolescence, 28, 741-763.
35. Pekruhn, C. (2009). Preventing childhood obesity: A school health policy guide. Arlington, VA: National Association of State Boards of Education.
36. Poulsen, A.A., Ziviani, J.M., & Cuskelly, M. (2008). Leisure time physical activity energy expenditure in boys with developmental coordination disorder: The role of peer relations self-concept perceptions. OTJR: Occupation. Participation and Health, 28, 30-39.
37. Priest, S., & Gass, M.A. (1997). Effective leadership in adventure programming. Champaign, IL: Human Kinetics.
38. Schmakel, P.O. (2008). Early adolescents' perspectives on motivation and achievement in academics. Urban Education, 43, 723-749.
39. Snijders, T.A.B., & Bosker, R.J. (1999). Multilevel analysis: An introduction to basic and advanced multilevel modeling. Thousand Oaks, CA: Sage.
40. Socha, T., Potter, T., & Downey, P. (2003). The effect of team building on the physical self-concept of grade 9 physical education students. Journal of Experiential Education, 25, 347.
41. Taylor, I.M., Ntoumanis, N., Standage, M., & Spray, C.M. (2010). Motivational predictors of physical education students' effort, exercise intention, and leisure-time physical activity: A multilevel linear growth analysis. Journal of Sport & Exercise Psychology, 32, 99-120.
42. Trautwein, U., Gerlach, E., & Lüdtke, O. (2008). Athletic classmates, physical self-concept, and free-time physical activity: A longitudinal study of frame of reference effects. Journal of Educational Psychology, 100, 988-1001.
43. Wentzel, K.R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90, 202-209.
44. Yang, D. (2002). Depression, anxiety, and self-concept of middle school students. Chinese Mental Health Journal, 16, 633-635.