Effect of gender on students’ emotion with gender-related public self-consciousness as a moderator in mixed-gender physical education classes

The present study investigates whether gender-related public self-consciousness moderates the relationship between students’ gender and emotions in mixed-gender physical education classes. The Positive and Negative Affect Scales and the Gender-related Public Self-Consciousness Scale were administere...

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Bibliographic Details
Published in:School psychology international 2016-10, Vol.37 (5), p.470-484
Main Authors: Moon, Minkwon, Jeon, Hyunsoo, Kwon, Sungho
Format: Article
Language:English
Subjects:
Adolescents
Attitude Measures
Classes
Coeducation
Consciousness
Curricula
Emotional Response
Emotions
Factor Analysis
Foreign Countries
Gender
Gender Differences
Likert Scales
Middle School Students
Multiple Regression Analysis
Negative emotions
Physical Characteristics
Physical Education
Positive emotions
Psychological Patterns
Regression analysis
Self Concept
South Korea
Students
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Summary:The present study investigates whether gender-related public self-consciousness moderates the relationship between students’ gender and emotions in mixed-gender physical education classes. The Positive and Negative Affect Scales and the Gender-related Public Self-Consciousness Scale were administered to 380 middle-school students in South Korea. The preliminary analysis included a t-test and ANOVA. Subsequently, a hierarchical regression analysis was performed. The results showed that girls’ gender-related public self-consciousness was significantly higher than that of boys. Further, gender-related public self-consciousness significantly moderated the relationship between gender and positive emotion, and while it moderated the relationship between gender and negative emotion, the effect was negligible. Gender-related public self-consciousness plays a role in mixed-gender physical education class. Thus, gender and gender-related public self-consciousness can help educators better understand students’ emotions. These findings can inform guidelines for planning mixed-gender physical education course curricula
ISSN:0143-0343
1461-7374
DOI:10.1177/0143034316658801