Master's Theses

Department

Social Work

Degree Name

Master of Science (MS)

Abstract

The purpose of the researcher was to investigate the self-esteem of high school athletes. The independent variables investigated were gender, athletic participation, family structure, and reported grades. The dependent variables were the self-esteem scores from the following sub-scales of the Texas Social Behavior Inventory: Confidence, Dominance, Social Competence and Total. The sample consisted of 279 students 9th grade through college sophomores. Four composite null hypotheses were tested with three-way analysis of variance (general linear model). A total of 52 comparisons were made plus 60 recurring. Of the 52 comparisons 12 were for main effects and 40 were for interactions. Of the 12 main effects 3 were statistically significant at the .05 level. The following main effects were statistically significant. 1. gender for the dependent variable Social Competence. 2. gender for the dependent variable Total, and 3. family structure for the dependent variable Social Competence. Of the 40 interactions, 7 were statistically significant at the .05 level. The following interactions were statistically significant: 1. among gender, athletic participation, and family structure for the dependent variable Social Competence, 2. between reported grades and athletic participation for the dependent variable Confidence, 3. between reported grades and athletic participation for the dependent variable Social Competence. 4. between reported grades and athletic participation for the dependent variable Total, 5. between athletic participation and gender for the dependent variable Confidence, 6. between reported grades and athletic participation for the dependent variable Dominance, and 7. among reported grades, athletic participation, and gender for the dependent variable Social Competence. The results of the present study appeared to support the following generalizations: 1. female students have higher total self-esteem than male students, 2. students gender, athletic participation and family structure should be interpreted concurrently for Social Competence, 3. students reported grades and athletic participation should be interpreted concurrently for Confidence, 4. students reported grades and athletic participation should be interpreted concurrently for Social Competence 5. students reported grades and athletic participation should be interpreted concurrently for Total, 6. students athletic participation and gender should be interpreted concurrently for Confidence, 7. students grades and athletic participation should be interpreted concurrently for Dominance, 8. students grades, athletic participation, and gender should be interpreted concurrently for Social Competence, and 9. students have positive self-esteem.

Keywords

Counseling

Advisor

Dr. Bill C. Daley

Date of Award

Summer 1996

Document Type

Thesis - campus only access

Rights

© The Author(s)

Comments

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