Effects of teasing in physical education classes, self-efficacy, and physical activity on adolescents’ self-esteem

• Jean Carlos Parmigiani De Marco ^[1] ; Duana Torquato Dias ^[1] ; Isadora Gonzaga ^[1] ; Viviane Preichardt Duek ^[1] ; Gelcemar Oliveira Farias ^[1] ; Cilene Rebolho Martins ; Gaia Salvador Claumann ^[1] ; Andreia Pelegrini ^[1]
  1. [1] State University of Santa Catarina, Florianópolis-SC, Brazil
• Localización: Psicología educativa, ISSN 1135-755X, Vol. 29, Nº. 2, 2023, págs. 185-191
• Idioma: inglés
• DOI: 10.5093/psed2023a13
• Títulos paralelos:
  • El efecto del hostigamiento en las clases de educación física, la autoeficacia y la actividad física en la autoestima de los adolescentes
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Objetivo: Investigar las diferencias entre chicos y chicas en las variables de estudio, así como averiguar la posible asociación entre autoestima y el hostigamiento en las clases de educación física, autoeficacia y actividad física en adolescentes. Método: Se contó con una muestra de 944 de entre 14 y 19 años (media = 16.52, DT = 1.12, el 53.6% hombres) que estudiaban en centros escolares de Florianópolis, Santa Catarina, Brasil. Se recogió información sobre edad, índice de masa corporal, nivel de actividad física, autoeficacia, hostigamiento en las clases de educación física y autoestima (variable dependiente). La autoestima se midió mediante la Escala de Autoestima de Rosenberg. Resultados: La autoestima media de los adolescentes era 28.71 (de un máximo de 40), siendo más elevada la de los chicos que la de las chicas (29.66 vs. 27.61, p < .001). En ambos sexos la autoestima de los adolescentes que declaraban menos hostigamiento en educación física era superior. Los chicos que tenían una mayor autoeficacia y mayor actividad física tenían puntuaciones más elevadas en autoestima. Conclusión: Experimentar hostigamiento en las clases de educación física predecía la autoestima de los adolescentes de ambos sexos; la autoeficacia y la actividad física predecían la autoestima en los chicos.

  • English

    Objective: To investigate the differences between boys and girls in the present variables, and assess the possible associations between self-esteem and teasing in school physical education classes, self-efficacy, and physical activity among adolescents. Method: The sample included 944 adolescents aged 14 to 19 years (mean =16.52, SD = 1.12, 53.6% male), enrolled in public high schools in Florianópolis, Santa Catarina, Brazil. Information was collected on age, body mass index, physical activity level, self-efficacy, teasing experiences in physical education classes, and self-esteem (dependent variable). Self-esteem was assessed using the Rosenberg Self-esteem Scale. Results: Adolescents had a mean self-esteem score of 28.71 (out of 40), with boys having higher scores than girls (29.66 vs. 27.61, p < .001). In both sexes, adolescents who reported lower levels of teasing in physical education classes had higher self-esteem. Boys with high self-efficacy and higher levels of physical activity had higher self-esteem scores. Conclusion: Experiencing teasing in school physical education classes was a predictor of self-esteem in adolescents of both sexes, and self-efficacy and physical activity were predictors of self-esteem in boys.

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