The purpose of this study was to examine the interrelationships among gender, perceptions of peer, parent, and teacher support, perceived value and meaningfulness, perceived competence, and the intention to be physically active within a proposed model. Female and male students (N=801) enrolled in a traditional multi-activity physical education class responded to a 52-item questionnaire addressing the constructs in the model. Structural equation modeling, using LISREL, was used to identify the relationships among the constructs. Gender differences emerged in this model through direct paths as well as indirect paths among these variables. Girls were more influenced than boys by their perceptions of support of significant others. Indirect effects of gender on value and meaningfulness, gender appropriateness, perceived competence, as well as engagement in physical education indicate that these variables influence girls' intention to participate more so than boys'. Overall, the model supports previous studies that have explored these variables independently. It also offers support for the importance that physical education plays in teaching children to reject physical inactivity and adopt and maintain a healthy lifestyle.
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-0702103-114837 |
| Date | 07 July 2003 |
| Creators | Daigle, Kay Gordon |
| Contributors | Christine Distefano, Edward Hebert, Richard Magill, Melinda Solmon, John Northup, Amelia Lee |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-0702103-114837/ |
| Rights | unrestricted, I hereby grant to LSU or its agents the right to archive and to make available my thesis or dissertation in whole or in part in the University Libraries in all forms of media, now or hereafter known. I retain all proprietary rights, such as patent rights. I also retain the right to use in future works (such as articles or books) all or part of this thesis or dissertation. |
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