No description available.

Grounded in Festinger s (1954) theory of social comparison processes, this thesis aims to examine three aspects of this theory in the physical education context, where ability is the characteristic under comparison: adolescent motives for comparison; frames of reference; and consequences of comparison. Although there is a growing evidence base investigating social comparison processes in academic subjects, there remains a dearth of knowledge concerning the role that comparison can play in determining outcomes in physical education. Furthermore, there is very little research within psychology in general that examines young peoples motives for and outcomes of comparison. This thesis begins to address this lack of knowledge by providing an in-depth exploration of social comparison processes (Study 1) which is followed by an examination of the role that two frames of reference (the class and a chosen individual) and motives for comparison (evaluation, improvement, enhancement) play in determining: physical self-concept; engagement; disaffection; self-efficacy, positive affect and negative affect (Studies 2-4). Additionally, the moderating role of behavioural regulations, motivational climate and perceived autonomy support are also investigated. Across the four studies, comparative evaluations with the class are influential in determining both positive and negative outcomes whilst the role of individual comparisons varies according to the dependent variable under investigation. Evidence for both the moderating and direct role of motives for comparison is presented as well as support for the moderating role of motivational climate and behavioural regulations. The findings highlight the need to investigate multiple aspects of social comparison processes simultaneously in addition to investigating moderators of comparative evaluations in order that a more comprehensive understanding of social comparison processes is achieved.

The primary purpose of this research was to investigate relationships between physical activity participation, weight change, and selfreports of social physique anxiety, physical self-concept and health-related quality of life. A secondary purpose was to investigate personality as a mediator of self-perceptions and quality of life beliefs following obesity surgery. Two studies with differing methodologies were conducted. The first study was a cross-sectional survey of patients who had participated in a multi-component clinical weight-loss program involving a combination of physical activity, diet modification, and drug therapy. The second study was a longitudinal investigation of laparoscopic adjustable gastric banding patients. Amount of weight lost was not found to be related to changes in social physique anxiety, physical self-concept or health-related quality of life. However, physical activity levels were found to be an important predictor of improvements in physical self-concept and health-related quality of life amongst clinical weight loss patients, but not surgical patients. Improvements over time with respect to social physique anxiety, physical self-concept and health-related quality of life were observed amongst all participants who underwent LABG. Personality factors, whilst not predicting changes over time in social physique anxiety, physical self-concept or health-related quality of life, discriminated between two types of obese adults presenting for obesity surgery. Future research could be undertaken to determine if long-term outcomes differ for these two types of patients.

The aim of the research was to determine the relationship between the self-concept of student teachers and their interpersonal relationships. A literature survey focused on these two variables. This was followed by an empirical investigation involving 300 students. Findings include: A significant, positive correlation was found between selfconcept and interpersonal relationships for males and females and for all three year groups involved. Significant, positive correlations were also found between: cognitive self-concept and relationships with lecturers; self-concepts of male students and relationships with parents; self-concepts of female students and relationships with lecturers. For all three year groups the relationships with lecturers contributed most to their self-concepts. For males, the emotional self-concept; and for females, the cognitive self-concept contributed significantly towards their interpersonal relationships. For first and second-year students, the social self-concept contributed most towards their interpersonal relationships; while for third-year students, the cognitive self-concept contributed significantly towards interpersonal relationships. / Psychology of Education / M. Ed. (Psychology of Education)

The aim of this thesis is to study physical self-evaluation and generalized self-efficacy within the self-concept of women. This is put in context with their regular physical exercise. a number of other variables are being examined to add the complexity to the topic of self-concept and sports. Among them there are Body Mass Index (BMI), subjective self- confidence, level of professional involvement in particular sport activity and whether the woman has children. The theoretical part of this work looks at the self-concept paradigm focusing on the physical self-concept of women and self-efficacy in sports. Furthermore it examines how the physical exercise is related to the mind. In the empirical part of the thesis physical self-evaluation of women was researched in context with the type of exercise they had been doing. This was examined in quantitative analysis of a group of 100 women who did sports. The research includes also relationship among physical self- evaluation, generalized self-efficacy and other variables. The research method used was the Physical Self-Perception Profile (PSPP) and Generalized Self-Efficacy Scale (GSES). The results of the research are: There is no statistically relevant difference in physical self- evaluation of women based on the type of exercise they do regularly....

The aim of the research was to determine the relationship between the self-concept of student teachers and their interpersonal relationships. A literature survey focused on these two variables. This was followed by an empirical investigation involving 300 students. Findings include: A significant, positive correlation was found between selfconcept and interpersonal relationships for males and females and for all three year groups involved. Significant, positive correlations were also found between: cognitive self-concept and relationships with lecturers; self-concepts of male students and relationships with parents; self-concepts of female students and relationships with lecturers. For all three year groups the relationships with lecturers contributed most to their self-concepts. For males, the emotional self-concept; and for females, the cognitive self-concept contributed significantly towards their interpersonal relationships. For first and second-year students, the social self-concept contributed most towards their interpersonal relationships; while for third-year students, the cognitive self-concept contributed significantly towards interpersonal relationships. / Psychology of Education / M. Ed. (Psychology of Education)

Cette thèse porte sur l’évaluation et la prise en charge par l’activité physique d’adolescent(e)s obèses. Deux études ont quantifié leurs réponses psychophysiologiques à un test de course intermittent en 15-15 (Rossi et al., 2009), progressif et maximal. Comparé au test navette de 20m (Léger et al., 1988), la pertinence du test 15-15 pour cette population réside dans la production de réponses physiologiques maximales similaires tout en conduisant à des vitesses supérieures et à une meilleure condition physique perçue. Deux autres études ont évalué les effets d’un programme de 5 semaines d’exercices intermittents d’intensité vigoureuse (VIT) sur la composition corporelle et les conditions physiques objective et perçue d’adolescents obèses. Le programme comprenait 3 séances hebdomadaires de types de VIT différant en durée et en activités physiques et sportives. Des améliorations de la composition corporelle, des capacités fonctionnelles, notamment chez les garçons, et de la plupart des échelles de capacités physiques perçues sont obtenues. Le VIT de longue durée engendre des améliorations rapides et régulières des échelles de capacités physiques perçues / This thesis fits the assessment and follow-up by physical activity of obese adolescents. Two studies measured their psychophysiological responses to an intermittent progressive and maximal running test in 15-15 (Rossi et al., 2009). Compared to the 20 m shuttle run test (Léger et al., 1988), the 15-15 test is considered as relevant for such population as it leads to similar maximal physiological responses, but also to higher speeds and better perceived physical condition of the participants. Two other studies evaluated the effects of a 5 week program of intermittent exercises at vigorous intensity (VIT) on body composition, objective and perceived physical conditions of obese adolescents. The program included 3 weekly VIT sessions that differed in the type and duration of the included sport and physical activities. Improvements were obtained in body composition, functional capacities, particularly among boys, and in most of the scales of perceived physical capacities. The longest VIT sessions led to rapid and regular improvements of all scales of perceived physical capacities

Poor academic achievement in Zimbabwe secondary schools prompted the study. Literature has demonstrated the importance of self-concept for achievement. The study investigates the significance of the relationship between learner self-concept and academic achievement in secondary schools in Zimbabwe, and also compares self-concepts and achievements on the basis of gender, age, form, school location, school type and type of attendance, e.g. boarders or day scholars. Data was collected from 1281 adolescent learners in urban and rural government and non-government secondary schools by means of questionnaires and interviews. Results confirmed the positive and reciprocal relationship between learner self-concept and academic achievement. Sport appears to have an influence on the academic achievement of male learners in government schools. Learners believe that sport improves their confidence, discipline, time management skills and social relationships. Non-academic self-concepts correlate highly and significantly with the cognitive self-concept. Males and females appear to be similar regarding their self-concepts and overall academic achievement though girls have better cognitive self-concepts. School location and type, and type of attendance have a significant influence on learner academic achievements and self-concepts. Age may influence academic achievement and self-concepts as well. Junior adolescent learners appear to have better self-concepts than senior learners, though their academic achievement is similar. Learners in Government B schools and those in urban schools seem to have better self-concepts than those in other schools. Day scholars appear to have better physical, emotional and general self-concepts than boarders. The results emphasise the need to pay attention to self-concept as well, when trying to improve the academic achievement of learners. / Educational Studies / D.Ed.(Psychology of Education)

Poor academic achievement in Zimbabwe secondary schools prompted the study. Literature has demonstrated the importance of self-concept for achievement. The study investigates the significance of the relationship between learner self-concept and academic achievement in secondary schools in Zimbabwe, and also compares self-concepts and achievements on the basis of gender, age, form, school location, school type and type of attendance, e.g. boarders or day scholars. Data was collected from 1281 adolescent learners in urban and rural government and non-government secondary schools by means of questionnaires and interviews. Results confirmed the positive and reciprocal relationship between learner self-concept and academic achievement. Sport appears to have an influence on the academic achievement of male learners in government schools. Learners believe that sport improves their confidence, discipline, time management skills and social relationships. Non-academic self-concepts correlate highly and significantly with the cognitive self-concept. Males and females appear to be similar regarding their self-concepts and overall academic achievement though girls have better cognitive self-concepts. School location and type, and type of attendance have a significant influence on learner academic achievements and self-concepts. Age may influence academic achievement and self-concepts as well. Junior adolescent learners appear to have better self-concepts than senior learners, though their academic achievement is similar. Learners in Government B schools and those in urban schools seem to have better self-concepts than those in other schools. Day scholars appear to have better physical, emotional and general self-concepts than boarders. The results emphasise the need to pay attention to self-concept as well, when trying to improve the academic achievement of learners. / Educational Studies / D.Ed.(Psychology of Education)