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Autoconcepto, Igualdad de Género y Discriminación en Educación Física: Análisis por Sexo en Educación Secundaria.

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Title: Autoconcepto, Igualdad de Género y Discriminación en Educación Física: Análisis por Sexo en Educación Secundaria.
Alternate Title: Self-Concept, Gender Equality, and Discrimination in Physical Education: Analysis by Sex in Secondary Education.
Authors: Galeano-Rojas, Dilan1 dagaleanor@correo.ugr.es, Farías-Valenzuela, Claudio2, Castillo-Paredes, Antonio3, Hinojosa-Torres, Claudio4, Espoz-Lazo, Sebastián5, Valdivia-Moral, Pedro1
Source: European Journal of Education & Psychology. dic2025, Vol. 18 Issue 2, p1-19. 19p.
Subject Terms: *Gender inequality, *Discrimination (Sociology), *Educational intervention, *Teacher training courses, *Physical education, *Secondary education, Self-perception, Gender differences (Psychology)
Abstract (English): Gender equality remains a critical focus in educational discourse. This study investigates sex-based differences and the interrelations among self-concept, perceived gender equality, and discrimination in physical education among secondary school students. A sample of 418 students was assessed using the Perception of Equality and Discrimination in Physical Education Questionnaire and the AF5 Self-Concept Scale. The analysis employed Mann-Whitney U tests, Spearman's correlations, and regression modeling. Findings show that male students report higher physical, social, and family self-concept, while female students show greater emotional self-concept. Age correlates with increased discrimination and reduced academic and emotional selfconcept in males, whereas in females, it associates with higher perceived equality and lower social self-concept. Perceived equality inversely correlates with discrimination and positively with academic self-concept across both sexes. Regression results indicate that discrimination, along with academic, social, and family self-concept, positively predicts physical self-concept, whereas emotional self-concept and sex have negative predictive effects. These insights inform educational interventions and teacher training programs to foster gender equity and self-concept development in school settings. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): La igualdad de género continúa siendo un eje prioritario en el ámbito educativo. Este estudio examina las diferencias por sexo y las relaciones entre el autoconcepto, la percepción de igualdad y la discriminación en clases de educación física en estudiantes de educación secundaria. Se evaluó a 418 alumnos mediante el Cuestionario de Percepción de Igualdad y Discriminación en Educación Física y la Escala de Autoconcepto AF5. Se aplicaron pruebas U de Mann–Whitney, correlaciones de Spearman y modelos de regresión. Los resultados revelan que los varones presentan mayor autoconcepto físico, social y familiar, mientras que las mujeres destacan en el autoconcepto emocional. En los hombres, la edad se asocia con mayor discriminación y menor autoconcepto académico y emocional; en las mujeres, con mayor percepción de igualdad y menor autoconcepto social. La percepción de igualdad correlaciona negativamente con la discriminación y positivamente con el autoconcepto académico en ambos sexos. El modelo de regresión indica que la discriminación y las dimensiones académica, social y familiar predicen positivamente el autoconcepto físico, mientras que el sexo y el autoconcepto emocional lo hacen de forma inversa. Estos hallazgos orientan intervenciones escolares y la formación docente para promover la equidad de género y el desarrollo del autoconcepto en contextos educativos. [ABSTRACT FROM AUTHOR]
Copyright of European Journal of Education & Psychology is the property of European Journal of Education & Psychology and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Autoconcepto, Igualdad de Género y Discriminación en Educación Física: Análisis por Sexo en Educación Secundaria.
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  Data: Self-Concept, Gender Equality, and Discrimination in Physical Education: Analysis by Sex in Secondary Education.
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  Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Education+%26+Psychology%22">European Journal of Education & Psychology</searchLink>. dic2025, Vol. 18 Issue 2, p1-19. 19p.
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  Data: *<searchLink fieldCode="DE" term="%22Gender+inequality%22">Gender inequality</searchLink><br />*<searchLink fieldCode="DE" term="%22Discrimination+%28Sociology%29%22">Discrimination (Sociology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training+courses%22">Teacher training courses</searchLink><br />*<searchLink fieldCode="DE" term="%22Physical+education%22">Physical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br /><searchLink fieldCode="DE" term="%22Self-perception%22">Self-perception</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+differences+%28Psychology%29%22">Gender differences (Psychology)</searchLink>
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  Label: Abstract (English)
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  Data: Gender equality remains a critical focus in educational discourse. This study investigates sex-based differences and the interrelations among self-concept, perceived gender equality, and discrimination in physical education among secondary school students. A sample of 418 students was assessed using the Perception of Equality and Discrimination in Physical Education Questionnaire and the AF5 Self-Concept Scale. The analysis employed Mann-Whitney U tests, Spearman's correlations, and regression modeling. Findings show that male students report higher physical, social, and family self-concept, while female students show greater emotional self-concept. Age correlates with increased discrimination and reduced academic and emotional selfconcept in males, whereas in females, it associates with higher perceived equality and lower social self-concept. Perceived equality inversely correlates with discrimination and positively with academic self-concept across both sexes. Regression results indicate that discrimination, along with academic, social, and family self-concept, positively predicts physical self-concept, whereas emotional self-concept and sex have negative predictive effects. These insights inform educational interventions and teacher training programs to foster gender equity and self-concept development in school settings. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Spanish)
  Group: Ab
  Data: La igualdad de género continúa siendo un eje prioritario en el ámbito educativo. Este estudio examina las diferencias por sexo y las relaciones entre el autoconcepto, la percepción de igualdad y la discriminación en clases de educación física en estudiantes de educación secundaria. Se evaluó a 418 alumnos mediante el Cuestionario de Percepción de Igualdad y Discriminación en Educación Física y la Escala de Autoconcepto AF5. Se aplicaron pruebas U de Mann–Whitney, correlaciones de Spearman y modelos de regresión. Los resultados revelan que los varones presentan mayor autoconcepto físico, social y familiar, mientras que las mujeres destacan en el autoconcepto emocional. En los hombres, la edad se asocia con mayor discriminación y menor autoconcepto académico y emocional; en las mujeres, con mayor percepción de igualdad y menor autoconcepto social. La percepción de igualdad correlaciona negativamente con la discriminación y positivamente con el autoconcepto académico en ambos sexos. El modelo de regresión indica que la discriminación y las dimensiones académica, social y familiar predicen positivamente el autoconcepto físico, mientras que el sexo y el autoconcepto emocional lo hacen de forma inversa. Estos hallazgos orientan intervenciones escolares y la formación docente para promover la equidad de género y el desarrollo del autoconcepto en contextos educativos. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of European Journal of Education & Psychology is the property of European Journal of Education & Psychology and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190843670
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        Value: 10.32457/ejep.v18i2.2933
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        Text: Spanish
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      – SubjectFull: Educational intervention
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