國立虎尾科技大學 |

The Effects of Physical Activity on Middle School Students' Self-Esteem.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Effects of Physical Activity on Middle School Students' Self-Esteem./
作者:	Ruchim, Marissa.
面頁冊數:	1 online resource (40 pages)
附註:	Source: Masters Abstracts International, Volume: 57-05.
Contained By:	Masters Abstracts International57-05(E).
標題:	Physical education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355771107

The Effects of Physical Activity on Middle School Students' Self-Esteem.
Ruchim, Marissa.

The Effects of Physical Activity on Middle School Students' Self-Esteem. - 1 online resource (40 pages)

Source: Masters Abstracts International, Volume: 57-05.

Thesis (M.S.)--Illinois State University, 2017.

Includes bibliographical references

The purpose of this study was to investigate the relationship between student physical activity levels and how they affect self-esteem. The study analyzed the differences in participants' self-esteem on days they had PE versus days they had Encore class (i.e. journalism, drama, art, global awareness, stem, and music). Participants were 25 students in an intact sixth-grade PE class (10 girls, 15 boys) at a middle school in a suburb of Chicago. Data were collected from two sources, pedometers recording number of steps taken daily and scores on Harter's Global Self-Worth Scale, a measure of self-esteem. Data were analyzed using SPSS to determine a) average number of steps taken for each participant on PE days, b) number of steps taken by each participant on non-PE days, c) average global self-worth on PE days, d) average global self-worth scores on non-PE days, e) the degree of relationship between the number of steps taken and global self-worth on PE and Encore days, and f) the degree of difference between average steps taken on PE versus non-PE days. Findings indicate that students tend to take more steps on PE days than on Encore days. While students participating in PE do tend to rate their global self-worth slightly higher than when they participate in Encore days, there is no statistically significant relationship between steps taken and global self-worth.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355771107Subjects--Topical Terms:

1179721
Physical education.
Index Terms--Genre/Form:

554714
Electronic books.

The Effects of Physical Activity on Middle School Students' Self-Esteem.
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500 $a Source: Masters Abstracts International, Volume: 57-05.
500 $a Adviser: Mary Henninger.
502 $a Thesis (M.S.)--Illinois State University, 2017.
504 $a Includes bibliographical references
520 $a The purpose of this study was to investigate the relationship between student physical activity levels and how they affect self-esteem. The study analyzed the differences in participants' self-esteem on days they had PE versus days they had Encore class (i.e. journalism, drama, art, global awareness, stem, and music). Participants were 25 students in an intact sixth-grade PE class (10 girls, 15 boys) at a middle school in a suburb of Chicago. Data were collected from two sources, pedometers recording number of steps taken daily and scores on Harter's Global Self-Worth Scale, a measure of self-esteem. Data were analyzed using SPSS to determine a) average number of steps taken for each participant on PE days, b) number of steps taken by each participant on non-PE days, c) average global self-worth on PE days, d) average global self-worth scores on non-PE days, e) the degree of relationship between the number of steps taken and global self-worth on PE and Encore days, and f) the degree of difference between average steps taken on PE versus non-PE days. Findings indicate that students tend to take more steps on PE days than on Encore days. While students participating in PE do tend to rate their global self-worth slightly higher than when they participate in Encore days, there is no statistically significant relationship between steps taken and global self-worth.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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