Adolescents' school-related self-concept mediates motor skills and psychosocial well-being.

6533b824fe1ef96bd12809c1

RESEARCH PRODUCT

Adolescents' school-related self-concept mediates motor skills and psychosocial well-being.

Jarno Purtsi Aro Tuija Asko Tolvanen Marja Cantell Helena Viholainen

subject

CHILDHOOD Poison control Personal Satisfaction Developmental psychology Cohort Studies DIFFICULTIES QUESTIONNAIRE Surveys and Questionnaires Adaptation Psychological Developmental and Educational Psychology ANXIETY ta516 Child AGED CHILDREN ta515 Finland Psychomotor learning psykososiaalinen hyvinvointi psychosocial well-being motor skills Strengths and Difficulties Questionnaire välittävä tekijä self-concept mediation role Mental Health Motor Skills Anxiety Female medicine.symptom Psychology Psychosocial BEHAVIOR minäkäsitys Clinical psychology Adolescent Self-concept Peer Group Education medicine DEVELOPMENTAL COORDINATION DISORDER ADHD Humans VALIDITY motoriset taidot Social Behavior GENDER-DIFFERENCES Mental health digestive system diseases Self Concept PERCEIVED COMPETENCE Reading Adolescent Behavior Well-being Self Report Mathematics

description

Background The health benefits of exercise participation and physical activity for mental health and psychosocial well-being (PSWB) have been shown in several studies. However, one important background factor, that is, motor skills (MSs), has largely been ignored. In addition, most of the existing research focuses on poor MSs, that is, poor MSs are often connected to poorer PSWB. The mechanism linking MSs and PSWB is unclear. However, a preliminary suggestion has been made that self-worth or self-perceptions might mediate the association between MSs and PSWB. Aim We investigated whether the self-concepts (SCs) of school-related physical education (SCPE), reading (SCR), and mathematics (SCM) mediate the relationship between MSs and PSWB in adolescence. Methods The study sample consisted of a second-grade female cohort (N = 327), ranging in age between 12 and 16 (years) in a municipality in Central Finland. PSWB was measured by the Strengths and Difficulties Questionnaire and the school-related SCs by the SC of ability scale adapted for use in Finland. MSs was assessed by a self-reported adolescent version of the Developmental Coordination Disorder Questionnaire. Structural mediator modelling was used to test the associations between MSs and PSWB with SC as a mediator. Results First, MSs was strongly associated with school-related SCPE and SCM. However, a mediator role was observed only for SCPE, which weakly mediated peer problems. Second, MSs and PSWB, especially conduct problems, showed a very strong direct association. Conclusions The study suggests that MSs is connected to PSWB in adolescent girls. Enhancement of MSs could be a preventive strategy for supporting PSWB in adolescent girls. peerReviewed

year	journal	country	edition	language
2014-06-01	The British journal of educational psychology

10.1111/bjep.12023 https://pubmed.ncbi.nlm.nih.gov/24829120