Physical Activity and Self-Concept in Gifted Students: A Comparison with Non-Gifted Students
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| Title: | Physical Activity and Self-Concept in Gifted Students: A Comparison with Non-Gifted Students |
|---|---|
| Language: | English |
| Authors: | Infantes-Paniagua, Álvaro (ORCID |
| Source: | High Ability Studies. 2022 33(2):211-226. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Physical Activity Level, Self Concept, Academically Gifted, Preadolescents, Adolescents, Ability, Psychomotor Skills, Foreign Countries, Questionnaires, Self Concept Measures, Student Characteristics, Physical Activities, Athletics, Secondary School Students |
| Geographic Terms: | Spain |
| Assessment and Survey Identifiers: | Self Description Questionnaire |
| DOI: | 10.1080/13598139.2021.1978404 |
| ISSN: | 1359-8139 1469-834X |
| Abstract: | Physical activity plays an important role in individuals' physical and psychological health. However, there is scarce evidence on how physical activity is associated with socioemotional aspects in gifted students. This is of special importance since previous research showed that gifted students scored significantly lower on physical self-concept when compared with their non-gifted peers. This study aimed to measure the associations between physical activity and different dimensions of academic, physical, and global self-concept in a sample of 10- to 18-year-old Spanish gifted students. It also investigated differences with non-gifted students on physical activity, self-concept, and their associations. The study involved measuring the physical activity levels of 219 gifted and 242 non-gifted students through PAQ-A, following a cross-sectional design. It relied on SDQ-II and CAF to measure academic, physical, and global self-concepts and included the importance accorded to self-concepts. Results showed that gifted students scored higher on academic self-concept and lower on self-perceived athletic ability. Physical activity was associated with better physical and global self-concepts, with no differences between gifted and non-gifted participants. No interactions between giftedness and physical activity appeared. Both samples' self-concept may benefit from physical activity equally. Strategies for promoting physical activity should be endorsed also in gifted students. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1370770 |
| Database: | ERIC |
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| Abstract: | Physical activity plays an important role in individuals' physical and psychological health. However, there is scarce evidence on how physical activity is associated with socioemotional aspects in gifted students. This is of special importance since previous research showed that gifted students scored significantly lower on physical self-concept when compared with their non-gifted peers. This study aimed to measure the associations between physical activity and different dimensions of academic, physical, and global self-concept in a sample of 10- to 18-year-old Spanish gifted students. It also investigated differences with non-gifted students on physical activity, self-concept, and their associations. The study involved measuring the physical activity levels of 219 gifted and 242 non-gifted students through PAQ-A, following a cross-sectional design. It relied on SDQ-II and CAF to measure academic, physical, and global self-concepts and included the importance accorded to self-concepts. Results showed that gifted students scored higher on academic self-concept and lower on self-perceived athletic ability. Physical activity was associated with better physical and global self-concepts, with no differences between gifted and non-gifted participants. No interactions between giftedness and physical activity appeared. Both samples' self-concept may benefit from physical activity equally. Strategies for promoting physical activity should be endorsed also in gifted students. |
|---|---|
| ISSN: | 1359-8139 1469-834X |
| DOI: | 10.1080/13598139.2021.1978404 |
