Examining the role of physical activity between grit and self-concept in children and adolescents
Bibliographic record
Abstract
Background: Self-concept, which refers to one's beliefs towards their personal worth and capabilities, is a predictor of mental health and well-being. Research suggests that, independently, higher perceptions of grit, and regular engagement in physical activity (PA) can lead to positive perceptions of self. While research has examined these direct relationships, how all three variables work together in predicting self-concept in children and adolescents remains limited. The purpose of this study was to investigate whether PA plays a mediating and/or moderating role on the relationship between grit and self-concept. Methods: Participants (N = 362, 186 girls, Mage = 11.70 ± 1.30) in the current study were part of a larger study examining the impact of a daily classroom PA program on aspects of psychosocial well-being. Baseline data is presented here. Grit, PA, and self-concept (i.e., self-esteem and mastery) were measured using validated questionnaires. Mediating/moderating effects of PA on the relationship between grit and self-concept were examined using the PROCESS macro in SPSS v24. Results: Results showed that PA moderated the relationship between grit and self-esteem (b[SE] = 0.22[0.09], p = .01), but not between grit and mastery (p > .05). PA did not mediate the relationship between grit and self-esteem (effect = 0.03, 95%CI: -0.02-0.08) or mastery (effect = 0.01, 95%CI: -0.01-0.03). Conclusion: This study highlights the important role of PA in the relationship between grit and enhanced self-esteem. The results suggest that both grit and PA could be areas of intervention to improve self-concept in children and adolescents. Word Count: 248/250
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".