Understanding Girls' Motivation to Participate in Sport: The Effects of Social Identity and Physical Self-Concept
Why this work is in the frame
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Bibliographic record
Abstract
Introduction: Girls are often less motivated to participate in community sport compared to boys. Having a strong social identity with a sports team is positively associated with motivation to continue participation in sport, yet the mechanisms explaining this association are not well-known. In the current study, physical self-concept is tested as a mediator of the association between social identity and motivation. Method: Girl badminton athletes were recruited to examine how the team environment shapes physical self-concept, and whether this association relates to motivation to participate in sport. Ninety-two girls completed a self-report survey to measure social identity, physical self-perceptions, and motivation. Two mediation models were conducted to examine whether physical self-concept mediated the relationship between social identity and autonomous motivation and controlled motivation. Results: Physical self-concept partially mediated the relationship between social identity and autonomous motivation. The bootstrapped unstandardized indirect effect was, b = 0.05, 95% CI = 0.002 to.14. Physical self-concept fully mediated the relationship between social identity and controlled motivation. The bootstrapped unstandardized indirect effect was, b = −0.13, 95% CI = −0.30 to −0.01, p = 0.04. Discussion: These results highlight the importance of the group context in relation to individual physical self-concept and motivation. Overall, targeting aspects of the team environment in community-level sport may be an important strategy to improve girls' physical self-concept, and autonomous motivation to continue sport participation.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it