Master's Theses

Document Type

Thesis - campus only access

Date of Award

Summer 1993

Degree Name

Master of Science (MS)

Department

Social Work

Advisor

Bill Daley

Abstract

The purpose of the researcher was to investigate attitudes toward physical activity and self-esteem of elementary school children. The independent variables investigated were gender, grade placement, and physical fitness. The dependent variables were scores form the Grade 3 Children’s Attitudes Toward Physical Activity, the Revised Children’s Attitudes Toward Physical Activity Inventory (CATPA), and the school form of the Coppersmith Self-Esteem Inventory (CSEI). The sample consisted of 82 students in grades 3-5. Two composite null hypotheses were tested at the .05 level employing a three-way analysis of variance (general linear model). A total of 91 comparisons were made. Of the 91 comparisons, 39 were for main effects and 52 were for interactions. Of the 39 for main effects, 3 were statistically significant at the .05 level. The following main effects were statically significant. 1. The independent variable gender of the dependent variable Aesthetic; 2. The independent variable grade placement for the dependent variable social self-Peers; 3. The independent variable grade placement for the dependent variable Home-Parents. Of the 52 interactions, 4 were statistically significant at the.05 level. The following interactions were statistically significant: 1. The interaction among gender, grade placement, and physical fitness for the dependent variable Gender Self; 2. The interaction among gender, grade placement, and physical fitness for the dependent variable Social Self-Peers; 3. The interaction between gender and grade placement for the dependent variable Home-Parents; and 4. The interaction among gender, grade placement, and physical fitness for the dependent variable Total Self. The results of the present study appeared to support the following generalizations: 1. Girls reported a more positive attitude toward Aesthetic than boys; 2. Fourth and fifth graders reported higher Social Self-Peer scores than third graders; 3. Fourth and fifth graders reported higher Home-Parent scores than third and fifth graders; 4. The interactions among gender, grade placement, and physical fitness for General Self; among gender, grade placement and physical fitness for social Self-Peers; between gender and grade placement for Home-Parents; and among gender; grade placement, and physical fitness for Total Self; 5. No association between physical fitness and attitudes toward physical activity; 6. No association between grade placement and attitudes toward physical activity.

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Rights

© 1993 Stan R. Ewy

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