Association of physical activity, self-concept and self-efficacy in high school students

Abstract

This study analyses the relationship between physical activity and the perception of self-concept and selfefficacy in high school students. The understanding of this relationship may lead to the development of pedagogical strategies, improving the perception of psychological constructs that might impact adolescents’ academic success. Self-report instruments were employed to collect the following data from 330 high school students: self-concept and self-efficacy perception and weekly time spent on moderate-to-vigorous physical activity. Association was demonstrated through linear regression adjusted for age, sex and socioeconomic status. It was observed that physical activity partially explained the general perceived academic self-efficacy (Beta: 0.13; p=0.02), the mathematic academic self-efficacy (Beta: 0.24; p＜0.01), the general perceived self-efficacy, the academic self-concept (Beta: 0.14; p＜0.01), the social self-concept (Beta: 0.34; p＜0.01), the physical self-concept (Beta: 0.35; p＜0.01), and the general self-concept (Beta: 0.29; p＜0.01). It was found that moderate-to-vigorous physical activity contributed to the understanding of high school students’ self-concept and self-efficacy perceptions.