小学校高学年児童の自尊感情と体育授業における価値観及び運動有能感との関連

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A purpose of this study was to analyze the relationship between Self-esteem of higher grade children in primary school and Values, Motor Competence in physical education class. In ordre to achieve this purpose, four kinds of questionnaires were administered to the 2549 higher grade children in primary school. The questionnaires were composed of following scales; Self-esteem, Reflective Self-esteem, Values in physical education, Sense of attainment in physical education and Motor competence. The scale of Values and the scale of Motor competence were devided into four sub-scales, respectively. The name of these subscales were as follows; Effort and Challenge, Observance of rules, Consideration and Investigation, Self-superiority (the foregoings were in Values scale), Cognition of physical competence, Sense of control, Sense of acceptance (the foregoings were in Motor Competence scale). As a result of correlation analysis, the significant correlation coefficients between the self-esteem acale and the other scales were indicated (p<0.05). And from a result of multiple regression analysis with stepwise mehod, the following seven scales were selected (p<0.05). The name of these scales were Motor competence, Observance of rules (a sub-scale in the Sense of attainment), Effort and Challenge (a sub-scale in the Sense of attainment), Sence of control, Cognition of physical competence, Observance of rules (a sub-scale in the Values) and Self-superiority (a sub-scale in the Sense of attainment). In these scales, Motor competence and Observance of rules (a sub-scale in the Sense of attainment) had higher standard partial regression coefficient. As the results of ANOVA by four groups (stable high self-esteem, stable low self-esteem, unstable high self-esteem, unstable low self-esteem), the mean scores of all sub-scales in Values, Sense of attainment, Sense of efficacy and Motor competence were significantly different (p<0.001).. And in the almost sub-scales, the order of mean scores were as follows; stable high self-esteem > unstable high self-esteem > unstable low self-esteem > stable low self-esteem. From these results, it was suggested that the following points were important for teachers in physical education class. The first point was to make children to feel motor competence, and the second point was to praise children for their rule observance behaviors. And through these attentions of teachers, the self-recognition of unstable low self-esteem children could be improved.
鳴門教育大学の論文
2003-03-07

小学校高学年児童の自尊感情と体育授業における価値観及び運動有能感との関連

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