De samenhang tussen globaal zelfbeeld, sportief zelfbeeld en sociale acceptatie bij kinderen in groep 4 tot en met groep 8

Abstract

Background and aim: The Exercise and Self-Esteem Model (EXSEM) assumes that global self-esteem is directly influenced by perceived athletic competence, and indirectly by the degree of sports activities. Moreover, social acceptance seems to matter, but this concept is still underexplored and not part of the EXSEM. Few studies investigated associations between global self-esteem, perceived athletic competence and social acceptance in elementary school children. There is also controversy about gender differences. Therefore, the aim of this study was to examine the associations between global self-esteem, perceived athletic competence and social acceptance in children between grade 2 grade and grade 6. Additionally, differences between boys and girls, and between children who participate in sports and those who do not, were investigated. Method: This quantitative study was conducted with 147 children. The Self-Perception Profile for Children (SPPC) was used to measure global self-esteem and social acceptance. The ‘How am I doing?’ questionnaire was used to measure perceived athletic competence. Results: A significant positive, association was found between global self-esteem, perceived athletic competence and social acceptance. These associations were the same for boys (n = 77) and girls (n = 70). There were no significant differences between boys and girls in global self-esteem, perceived athletic competence and social acceptance. The associations between global self-esteem, perceived athletic competence and social acceptance were the same for children who did exercise (n = 138) and children who did not exercise (n = 8). Children who did exercise scored higher on social acceptance. There were no differences in global self-esteem and perceived athletic competence. Conclusion: The results suggest that social acceptance would be a good addition to the EXSEM. The results can be used to develop interventions that promote the mental and physical health of children.