Social comparison in physical education: Impact of frames of reference, motives to compare, and self-determined motivation
Physical education (PE) provides an important achievement setting for researchers to investigate social comparison processes, however, our understanding of how these processes function, and their consequences, remains limited in this setting. The present study aimed to determine the role of two fram...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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KeAi Communications Co. Ltd.
2023-09-01
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| Series: | Asian Journal of Sport and Exercise Psychology |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2667239123000199 |
| _version_ | 1797632632236802048 |
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| author | Christopher M. Spray Evelia Franco Jemima S. Barnes |
| author_facet | Christopher M. Spray Evelia Franco Jemima S. Barnes |
| author_sort | Christopher M. Spray |
| collection | DOAJ |
| description | Physical education (PE) provides an important achievement setting for researchers to investigate social comparison processes, however, our understanding of how these processes function, and their consequences, remains limited in this setting. The present study aimed to determine the role of two frames of reference (the class and a chosen individual), motives for comparison, and motivational regulations in predicting physical self-concept (PSC), self-efficacy, and positive/negative affect in PE. Four hundred and ninety-one adolescents (Mage = 14.75, SD = 0.90 years, nested within 28 PE classes and nine teachers) completed a multi-section inventory assessing the key constructs. Multilevel modeling analysis showed that students’ perceptions of ability compared to the class as a whole were pertinent in determining all outcomes whereas comparisons with an individual were less influential. As for the effects of motives for comparison, both self-efficacy and positive affect were positively predicted by self-evaluation and self-improvement. In terms of motivational regulations, findings suggested that more autonomous forms of motivation positively predicted PSC, self-efficacy and positive affect, and were inversely related with negative affect. The results also endorsed the utility of studying intrapersonal moderators of social comparisons in PE, and provide important implications for professional practice. |
| first_indexed | 2024-03-11T11:40:35Z |
| format | Article |
| id | doaj.art-78093b357e6e40c2859e4d41ceabd650 |
| institution | Directory Open Access Journal |
| issn | 2667-2391 |
| language | English |
| last_indexed | 2024-03-11T11:40:35Z |
| publishDate | 2023-09-01 |
| publisher | KeAi Communications Co. Ltd. |
| record_format | Article |
| series | Asian Journal of Sport and Exercise Psychology |
| spelling | doaj.art-78093b357e6e40c2859e4d41ceabd6502023-11-10T04:16:48ZengKeAi Communications Co. Ltd.Asian Journal of Sport and Exercise Psychology2667-23912023-09-01326573Social comparison in physical education: Impact of frames of reference, motives to compare, and self-determined motivationChristopher M. Spray0Evelia Franco1Jemima S. Barnes2School of Sport, Exercise and Health Sciences, Loughborough University, Epinal Way, Loughborough, Leicestershire LE11 3TU, United Kingdom; Corresponding author.Comillas Pontifical University, SpainSchool of Sport, Exercise and Health Sciences, Loughborough University, Epinal Way, Loughborough, Leicestershire LE11 3TU, United KingdomPhysical education (PE) provides an important achievement setting for researchers to investigate social comparison processes, however, our understanding of how these processes function, and their consequences, remains limited in this setting. The present study aimed to determine the role of two frames of reference (the class and a chosen individual), motives for comparison, and motivational regulations in predicting physical self-concept (PSC), self-efficacy, and positive/negative affect in PE. Four hundred and ninety-one adolescents (Mage = 14.75, SD = 0.90 years, nested within 28 PE classes and nine teachers) completed a multi-section inventory assessing the key constructs. Multilevel modeling analysis showed that students’ perceptions of ability compared to the class as a whole were pertinent in determining all outcomes whereas comparisons with an individual were less influential. As for the effects of motives for comparison, both self-efficacy and positive affect were positively predicted by self-evaluation and self-improvement. In terms of motivational regulations, findings suggested that more autonomous forms of motivation positively predicted PSC, self-efficacy and positive affect, and were inversely related with negative affect. The results also endorsed the utility of studying intrapersonal moderators of social comparisons in PE, and provide important implications for professional practice.http://www.sciencedirect.com/science/article/pii/S2667239123000199Physical educationSocial comparisonFrames of referenceMotivational regulations |
| spellingShingle | Christopher M. Spray Evelia Franco Jemima S. Barnes Social comparison in physical education: Impact of frames of reference, motives to compare, and self-determined motivation Asian Journal of Sport and Exercise Psychology Physical education Social comparison Frames of reference Motivational regulations |
| title | Social comparison in physical education: Impact of frames of reference, motives to compare, and self-determined motivation |
| title_full | Social comparison in physical education: Impact of frames of reference, motives to compare, and self-determined motivation |
| title_fullStr | Social comparison in physical education: Impact of frames of reference, motives to compare, and self-determined motivation |
| title_full_unstemmed | Social comparison in physical education: Impact of frames of reference, motives to compare, and self-determined motivation |
| title_short | Social comparison in physical education: Impact of frames of reference, motives to compare, and self-determined motivation |
| title_sort | social comparison in physical education impact of frames of reference motives to compare and self determined motivation |
| topic | Physical education Social comparison Frames of reference Motivational regulations |
| url | http://www.sciencedirect.com/science/article/pii/S2667239123000199 |
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