Physical education affects adolescents’ peer acceptance: Influence of gender and motivation climate

Myoungjin Shin1, Minkwon Moon1, Changhyun Lee2, Sunyong Kwon1
1Department of Physical Education, Seoul National University
2Department of Physical Education, Catholic Kwandog University
Cite this article:  Shin, M., Moon, M., Lee, C., & Kwon, S. (2019). Physical education affects adolescents’ peer acceptance: Influence of gender and motivation climate. Social Behavior and Personality: An international journal, 47, e7732.

Volume 47 Issue 4 | e7732 | Published: April 2019 | DOI: https://doi.org/10.2224/sbp.7732

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We examined the influence of physical education activity on peer acceptance in adolescents over time, and how this influence changes based on gender and motivation climate in class. Participants were 157 middle school freshman students (81 boys, 76 girls) at a school in South Korea. Results of hierarchical linear modeling showed that peer acceptance among girls decreased over the 12-week period of our study, but there were no significant changes in peer acceptance among boys. Furthermore, peer acceptance decreased when boys participated in physical education activity more diligently, but this negative relationship weakened when the class was instructed in a noncontrolling climate. However, physical education activity and class climate did not significantly affect peer acceptance among girls. The results imply that the role of physical education teachers is important in the formation of peer acceptance at the beginning of the school year.

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