Authors : Liezl P. Dimangadap

Volume/Issue : Volume 9 - 2024, Issue 6 - June

Google Scholar : https://tinyurl.com/y3z4b829

Scribd : https://tinyurl.com/49m828ue

DOI : https://doi.org/10.38124/ijisrt/IJISRT24JUN1906

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : The current study delves into exploring the influence of self-concept on the sports motivation of learners. In this study, the researcher selected the 192 elementary school learners in Davao Central District, Davao City as the respondents of the study. Stratified random sampling technique was utilized in the selection of the respondents. Non-experimental quantitative research design using descriptive-correlational method was employed. The data collected were subjected on the following statistical tools: Mean, Pearson Moment Product Correlation and multiple linear regression analysis. Findings revealed that self-concept and sports motivation of learners in Davao Central District in Davao City were described as extensive. Further, correlation analysis demonstrated that there is a significant relationship between self-concept and sports motivation of learners in Davao Central District in Davao City. Evidently, regression analysis proved that self-concept in terms of academic self-concept, emotional self-concept, family self-concept, and physical self-concept were significant predictors of sports motivation of learners in Davao Central District in Davao City. In other words, self-concept has influence on the process in sports motivation of learners in Davao Central District in Davao City.

Keywords : Educational Management, Self-Concept, Sports Motivation Of Learners, Davao City, Philippines.

References :

1. Abdullah, B., & Singh, K. (2019). Social support as predictor of student engagement among secondary school students. International Journal of Innovative Technology and Exploring Engineering, 8(7), 3037-4042. https://www.ijitee.org/wp-content/uploads/ papers/v8i7/G5687058719.pdf
2. Abdi, S., Taban, S., & Ghaemian, A. (2012). Cognitive emotion regulation questionnaire: Validity and reliability of Persian translation of CERQ-36 item. Procardia-Social and Behavioral Sciences, 32, 2-7. Retrieved from https://core.ac.uk/download/ pdf/82563710.pdf
3. Allameh, S. M., Alinajimi, S., & Kazemi, A. (2013). The effect of self-concept and organizational identity on organizational citizenship behavior (A case study in social security organization of Isfahan city). International Journal of Human Resource Studies, 2(1), 175-187. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.685.1895&rep=rep1&type=pdf
4. Archana, K., & Chamundeswari, S. (2013). Self-concept and academic achievement of students at the high school. Journal of Sociological Research, 4, 105 -113. Retrieved from http://shodhganga.inflibnet.ac.in/jspui/bitstream/10603/77888/12/13_bibliography.pdf
5. Aye, E. N., Agbangwu, R., Oforka, T. O., Onumonu, J. A., Chinweuba, N. H., Ohia, N. C., Eze, C. O., Eze, N. E., & Akaneme, I. N. (2019). Family variables as predictors of self-concept and academic achievement of secondary        school students in Benue State, Nigeria. Global Journal of Health Science, 11(8), 86-95. Retrieved from https://pdfs.semanticscholar.org/ e5b0/b7b529ea4f1a1160473ae40e490885a5dd15.pdf
6. Beheshtifar, M., & Rahimi-Nezhad, Z. (2012). Role of self-concept in organizations. European Journal of Economics, Finance and Administrative Sciences, 44, 159-164. Retrieved from http://www.flexmanager.ir/ sites/default/files/download/EJEFAS_44_15.pdf
7. Beers, J. C. (2012). Teacher stress and coping: Does the Process Differ according to years of teaching experience? Retrieved from https://core.ac.uk/ download/pdf/37772292.pdf
8. Bukhari, S. R., & Afzal, F. (2017). Perceived social support predicts psychological problems among university student. The International Journal of Indian Psychology, 4(2), 18-27. Retrieved from https://ijip.in/articles/perceived-social-support-predicts-psychological-prob lems-among-university-students/
9. Caproni, P. (2019). Practical coach: Management skills for everyday life.                Retrieved from https://www.oreilly.com/library/view/practical-coach-management/0138491429/0138491429_ch02lev1sec6.html
10. Clancy, R. B., Herring, M., & Campbell, M. (2017). Motivation measures in sport: A critical review and bibliometric analysis. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5343045/
11. Diaz, E. R., Fernandez, A. R., Zabala, A. F., Revuelta, L. R., & ReyBaltar, A. Z. (2016). Perceived social support, self-concept and school involvement of adolescent students. Journal of Psychodidactics, 21(2), 339-356.      Retrieved from https://www.redalyc.org/ pdf/175/17546156008.pdf
12. Freire, C., Ferrada M., & Valle, A. (2016). Profiles of psychological well-being and coping strategies among university students. Frontiers in Psychology, 7. Retrieved from https://www-lib-uwo-ca.proxy1. lib.uwo.ca/cgibin/ezpauthn.cgi?url=http://search.proquest.com.proxy1.lib.uwo.ca/docview/1857840004?accountid=15115
13. Fullmer, M. O. (2016). Physical activity rates and motivational profiles of adolescents while keeping a daily leisure-time physical activity record. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent. cgi?article=6692&context=etd
14. García-Grau, P., Pérez, D. A., Moreno, F. C., & Prado-Gascó, V. J. (2014). Self-concept in preadolescence: A brief version of AF5 scale. Motriz, Rio    Claro, 20(2), 151-157. Retrieved from https://www.scielo.br/pdf/motriz/v20n2/1980-6574-motriz-20-02-00151.pdf
15. Gerardi, S. (2012). Academic self-concept as a predictor of academic success among minority and low-socioeconomic status students. Journal of College Student Development, 31, 402-407. Retrieved from https://eric.ed.gov/?id=EJ419675
16. Ghazvini, S. D. (2012). Relationships between academic self-concept and                academic performance in high school students. Procedia Social and Behavioral Sciences, 15, 1034-1039. Retrieved from https://core.ac.uk/download/pdf/82473831.pdf
17. Görgüt, I., & Güllü, M. (2016). Examination of primary school handball player’s reason for starting sport and life satisfactions. International Journal of Educational Sciences, 8(3), 83-96. Retrieved from http://dx.doi.org/10.15345/iojes.2016.03.09
18. Halder, S., & Datta, P. (2013). An exploration into self-concept: A comparative analysis between the adolescents who are sighted and blind in India. British Journal of Visual Impairment, 30, 31-41. Retrieved from    https://journals.sagepub.com/doi/10.1177/ 0264619611428202
19. Hancox, J. E., Quested, E., Viladrich, C., & Duda J. L. (2015). Examination of the internal structure of the behavioural regulation in sport questionnaire among dancers. International Journal Sport Exercise Psychology, 13,    382–397. Retrieved from http://10.1080/1612197X.2014.999347
20. Harris, M., & Orth, U. (2019). The link between self-esteem and social relationships: A meta-analysis of longitudinal studies. Journal of Personality and Social Psychology, 1, 1-19. Retrieved from https://www.apa.org/pubs/journals/releases/psp-pspp0000265.pdf
21. Igbo, J. N., Onu, V. C., & Obiyo, N. O. (2015). Impact of gender stereotype on secondary school students’ self-concept and academic achievement. SAGE Open, 5, 1-10. Retrieved from https://journals.sagepub.com/doi/full/10.1177/2158244015573934
22. Jennings, L. (2017). Physical health and physical self-description: A comparison of physical activity electives at middle school level. Retrieved from https://digitalcommons.humboldt.edu/cgi/viewcontent.cgi?article=1039&context=etd
23. Kalaivani, M., & Rajeswar, V. (2016). The role of academic motivation and academic self-concept in student’s academic achievement. Internal Journal Research Granthaalayah, 4(9), 37-49. Retrieved from http://granthaalayah.com/Articles/Vol4Iss9/05_IJRG16_SE09_05.pdf
24. Kurniawan, I. N. (2013). Social self-concept and life satisfaction: A preliminary study on Indonesian college students. Retrieved from https://www.researchgate.net/publication/303763162
25. Lannem, A. M. (2012). The role of physical exercise as a stress-coping resource for persons with functionally incomplete spinal cord injury. Doctoral dissertation, Norwegian School of Sport Sciences. Retrieved from                 https://nih.brage.unit.no/nih-xmlui/handle/11250/171328
26. Laryea, J. E., Saan, A. J., & Dawson-Brew, E. (2014). Influence of students self-concept on their academic performance in Elmina Township. European Journal of Research and Reflection in Educational Sciences, 2(4), 1-10. Retrieved from https://www.idpublications.org/wp-content/uploads/ 2014/09/INFLUENCE-OF-STUDENTS-SELF-CONCEPT-ON-THEIR-ACADEMIC-PERFORMANCE-IN-THE-ELMINA-TOWNSHIP. pdf
27. Lawrence, A. & Vimala, A. (2013). Self-concept and achievement motivation of high school students. Conflux Journal of Education, 1(1), 141-146. Retrieved from https://files.eric.ed.gov/fulltext/ED 543974.pdf
28. Lee, C., Dickson, D. A., Conley, C. S., & Holmbeck, G. N. (2014). A closer look at self-esteem, perceived social support, and coping strategy: A prospective study of depressive symptomatology across the transition to college. Journal of Social and Clinical Psychology, 33, 560–585. Retrieved from http://dx.doi.org/10.1521/jscp.2014.33.6.560
29. Lee, T. (2016). Competition and motivation. Retrieved from http://merl.nie.edu.sg/documents/ Competition%20and%20Motivation.pdf
30. Leng, K. B. (2012). The relationship between self-concept, intrinsic motivation, self-determination and academic achievement among Chinese primary school students. International Journal of Psychological Studies, 3(1), 90-98. Retrieved from http://doi:10.5539/ijps.v3n1p90
31. Lloyd, H. (2013). The impact of racial identity, masculinity, and academic self-concept of African male high school students. Retrieved from https://uknowledge.uky.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1016&context=edp_etds
32. Mahumoud, A., & Usama, G. (2014). Family predictors of self-concept and            self-esteem in children at risk for learning disabilities. Oman. International          Education Studies, 7, 89-92. Retrieved from https://doi.org/10.5539/ies.v7n10p89
33. Madonia, J. S., Cox, A. E., & Zahl, M. L. (2014). The role of high school physical   activity experience in college students' physical activity motivation. International Journal of Exercise Science, 7(2), 98-109. Retrieved from https://core.ac.uk/download/ pdf/43643699.pdf
34. Marsh, H. W., & Martin, A. J. (2012). Academic self-concept and academic achievement: Relations and causal ordering. British Journal of Educational Psychology, 81, 59-77. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1348/000709910X503501
35. Maulding, J. M. (2013). Associations between family relationships and self-concept. Retrieved from http://csus-dspace.calstate.edu/bitstream/handle/ 10211.9/2001/Jennifer%20Maulding%20Thesis_Final.pdf?sequence=1
36. Mbuva, J. (2016). Exploring teachers’ self-esteem and its effects on teaching, students’ learning and self-esteem. Retrieved from http://www.na-businesspress.com/JHETP/MbuvaJ_Web16_5_.pdf
37. Moore, S., Patel, A., & Matthews, C. (2012). Leisure time physical activity of moderate to vigorous intensity and mortality: A large pooled cohort analysis.          Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3491006/
38. Nazeri, R. (2016). Relationships between self-concept, self-efficacy, classroom atmosphere and mathematics achievement of Iranian high school students. Retrieved from https://core.ac.uk/download/pdf/ 199242693.pdf
39. Omeh, G. (2012). Self-concept, academic performance and behavioral evaluation of the children of alcoholic parents. RevistaBrasileria de Psiquiatria, 27,    233-226. Retrieved from https://doi.org/ 10.1590/S1516-44462005000300014
40. Palomino, M. (2017). An analysis of self-concept in students with compensatory education needs for developing a mindfulness-based psycho-educational program. Retrieved from https://journals.sagepub.com/doi/full/10.1177/2158244017708818
41. Pelletier, L., Rocchi, M., Vallerand, R. J., Deci, E., & Ryan, R. (2013). Validation of                the revised sport motivation scale (SMS-II). Psychology of Sports and Exercise, 14, 329-341. Retrieved from http://selfdeterminationtheory.org/SDT/documents/2013PelletierRocchiJSE.pdf
42. Rady, H., Kabeer, S. & El-Nady, M. T. (2016). Relationship between academic self-concept and students’ performance among school age children. American Journal of Nursing Science, 5(6), 295-302. Retrieved from http://article.sciencepublishinggroup.com/html/10.11648.j.ajns.20160506.             19.html
43. Rashid, K., Iqbal, M. Z., & Khalid, N. (2015). Development of self as a concept in the university students. Bulletin of Education and Research, 37(2), 43-58. Retrieved from https://files.eric.ed.gov/ fulltext/EJ1210431.pdf
44. Rath, S., & Nanda, S. (2013). Adolescent’s self-concept: Understanding the role of gender and academic competence. International Journal of Research Studies in Psychology, 1(2), 63-71. Retrieved from http://consortiacademia.org/wp-content/uploads/IJRSP/IJRSP_v1i2/82-283-1-PB.pdf
45. Raymond, N. A. (2016). Examining motivation to participate in sport: A retrospective look at current and former athletes' motivation to participate in athletics. Retrieved from https://www.mobt3ath.com/ uplode/book/book-47344.pdf
46. Society for Research in Child Development (2017). Students' self-concepts of ability in math, reading predict later math, reading attainment. ScienceDaily. Retrieved from www.sciencedaily.com/releases/ 2017/09/170919091005.htm
47. Spaights, E., Kenner, D., & Dixon, H. (2013). Academic success of black students in white institutions of higher education. Journal of Instructional Psychology, 21(2), 101-111.
48. Stearns, K. (2017). Relationships between self-concept, teacher expectation, and academic achievement: An analysis of social-emotional well-being and its relation to classroom performance. Retrieved from https://digitalcommons.sacredheart. edu/cgi/viewcontent.cgi?article=1018&context=edl
49. Tang, S. (2013). The relationships between self-concept, academic achievement and future pathway of first year business studies diploma students. International Journal Psychological Studies, 3(2) 123-130. Retrieved from http://doi:10.5539/ijps.v3n2p123
50. Thorne, B. (2013). The relationship of family structure to indicators of self-esteem regulation. Retrieved from                https://uh-ir.tdl.org/bitstream/ handle/10657/421/THORNE-THESIS-2013.pdf;sequence=1
51. Ugwanyi B. E. (2013). Family structure states and transitions: Associations with children's well-being during middle childhood. Journal of Marriage and Family, 71, 575-591. Retrieved from https://doi.org/10.1111/j.1741-3737.2009.00620.x
52. Wang, J., & Barrett, K. C. (2013). Mastery motivation and self-regulation during early childhood. Handbook of SelfRegulatory Processes in Development:   New Directions and International Perspectives (pp. 337). New York: Psychology Press.
53. Yildiz, M. A. (2017). Multiple Mediation of Self-Esteem and Perceived Social Support in the Relationship between Loneliness and Life Satisfaction. Journal of Education and Practice, 8(3), 130- 139. Retrieved from https://files.eric.ed.gov/ fulltext/EJ1131544.pdf
54. Zembar, M. J., & Blume, L. B. (2012). Gender and academic achievement updated- Pearson Allyn Bacon Prentice Hall.