Abstract
The aim of this study was to compare ninth-grade students’ states of self-esteem and decision-making with regard to their levels of physical activity. A total of 374 students, of whom 205 were female and 169 were male (x(age)=15.22±0.414), selected by convenience sampling from four different high schools determined by purposive sampling, participated voluntarily in the study. The research was designed in the general survey model as a causal-comparative study. In the study, the “Personal Decisiveness Scale” (PDS), “Self-Esteem Scale” (SES), “International Physical Activity Questionnaire” (IPAQ, short form) and Personal Information Form were used as data collection tools. In the data analysis, one-way ANOVA (Tukey), Kruskal-Wallis H test, 2x3 MANOVA and Pearson correlation analysis were used. Type 1 error was set to 5% (α≤0.05). Exploratory indecisiveness and impetuous indecisiveness scores were found to be highly positively correlated, while both indecisiveness scores were found to be moderately positively correlated with self-respect. Regarding physical activity levels, levels of self-esteem among the Science High School students were found to be significantly higher in the HEPA (health-enhancing physical activity) group than in the inactive and minimally active groups. It was determined that students at the Social Sciences High School had lower self-esteem scores and higher impetuous indecisiveness scores than students from all the other high schools, and that they had higher exploratory indecisiveness scores than students from the Science High School. Students who engaged in regular physical activity had higher levels of self-esteem than those who did not, while females had higher levels of exploratory indecisiveness than males. Exploratory indecisiveness scores were found to be significantly lower among those who engaged in team sports compared to those who did individual sports. In conclusion, regarding the negative relationship between indecisiveness and self-esteem, it can be said that high levels of physical activity increase the self-esteem of students at higher academic levels, that students in Social Sciences High Schools need to be supported with more physical activity, and that females and those doing individual sports have higher levels of exploratory indecisiveness.
Highlights
Nowadays, due to technological developments, transformations are taking place in several directions: digital games are replacing street games, TV screens are taking the place of books, and social media are replacing sports and arts
No significant relationships were found between physical activity levels and self-esteem, exploratory indecisiveness or impetuous indecisiveness (p>.05)
Self-esteem and exploratory and impetuous indecisiveness in ninth-grade students were examined with regard to their levels of physical activity
Summary
Due to technological developments, transformations are taking place in several directions: digital games are replacing street games, TV screens are taking the place of books, and social media are replacing sports and arts. 18), movement and being physically active is a key factor in an individual’s development as a whole, and, in ensuring his/her social adaptation. In the first period of adolescence, defined as the high school stage (Başaran, 1974, p.39), it is known that in the movement-physical activity process, an individual’s self-perception of his/her abilities stemming from his/her interaction with the environment has a dominant effect on his/her physically active behaviour later (Timo, Sami, Anthony, & Jarmo, 2016). One of the outcomes achieved by individuals who are physically active is the state of self-esteem for themselves. According to Rogers (as cited in Bogenç, 2005), self-esteem expresses the attitude that a person develops towards his/her self-concept and forms the affective aspect of his/her self-concept. The analyses that a person makes related to him/herself are expressed by ies.ccsenet.org
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