Be Prosocial My Friend: The Social Disconnection Model of Perfectionism in Adolescents Immersed in Competitive Sport

Abstract

The aim of the present study is to explore the relationships between cognitive–behavioral patterns of perfectionism in the context of competitive sport and both prosociality and aggressiveness in a sample of adolescents competing in federated sports. A cross-sectional and non-randomized study was designed using a selective methodology on a sample of adolescents (N = 234) competing in federated sports. Scales to assess aggressiveness, perfectionism, prosocial behavior, and competitiveness were administrated. The results show that as age increases, prosocial behaviors increase and aggressive behaviors and competitiveness decrease, while there was no one significant perfectionist tendency. Competitiveness showed a direct relationship with aggressive (positive) and prosocial behaviors (negative). Self-oriented perfectionistic behavior showed a direct and significant relationship with prosocial behaviors, but no significant relationship with aggressive responses. As P-SP and P-OD tendencies increased, significantly smaller links were shown with prosocial behaviors, but greater links were shown with aggressive behaviors. A path (mediation) model showed a positive and predictive relationship with aggressive behaviors and a negative relationship with prosocial altruistic behaviors. The negative influence of criticism from significant figures in their environment and unrealistic expectations about their performance are relevant to difficulties in self-regulating social relationships in adolescents. Hence, it is a challenge to promote prosocial resources (as a protective value for aggressive behaviors) in the face of the early angst of young athletes, who put their maturity to the test under conditions of high pressure and demands. The present study continues to reinforce the line drawn on perfectionism and prosocial development in young people in sports contexts where young people, measured early on according to their performance, can accentuate and deepen competitive tendencies that alter their adaptive and self-regulatory capacities, as well as their psychosocial projection.

How young people’s perceptions of their physical education lessons and social skills varied in terms of sociodemographic features. The case of a rural area of China

“…We have found significant differences in social skills by gender: Men's perceptions of both aggressiveness and pretentiousness and haughtiness were higher than women's. On the other hand, as mentioned before, other authors suggest that the abilities developed within the PE and sport environment (e.g., empathy, altruistic behaviors, and forgiveness) will be transferred to other life scenarios, protecting the students from inappropriate social behaviors and social violence in other life contexts (Rodríguez-Franco et al, 2023). Related to this topic, Ortega Vila et al (2019) found that students who participated in team sports competitions specifically created to be of an educational nature showed more sporting attitudes and personal and social factors than those who did not participate in those competitions.…”

“…Moreover, these abilities, which are developed within the PE and sport environment (e.g., empathy, altruistic behaviors, and forgiveness), could be transferred to other life scenarios (Turnnidge et al, 2014). PE and sport may help to both fostering social abilities in anticipation of and protecting antisocial behaviors and social violence (Rodríguez-Franco et al, 2023) and to promote children's PA and develop lifelong exercise habits.…”

Predicting social skills in disadvantaged Chinese high school students through physical education

“…Several theoretical perspectives, such as expectancy-value theory ( Wigfield and Eccles, 2000 ), goal theory ( Elliot and McGregor, 2001 ), and SDT, have been used to examine students’ social skills ( Ryan and Deci, 2017 ), but is SDT the one that has been widely used to look at motivation in both educational and PE settings, what is the context of this research, so this is why we chose it as our conceptual framework. Some academics have suggested using PE and sport environments to help young people improve their social skills (e.g., communicational skills, value-based expressions) in terms of developmental objectives ( Anderson-Butcher and Bates, 2018 ; Nascimento Junior et al, 2021 ) and others also suggest that these abilities will transfer to other life scenarios if they are developed within the environment of PE and sport (e.g., empathy, altruistic behaviors, forgiveness), that fosters social abilities in anticipation ( Turnnidge et al, 2014 ) and protect of antisocial behaviors and social violence ( Rodríguez-Franco et al, 2023 ) when the competitive sport increases. Since among the postulates of the Self-Determination Theory is the promulgation of the relation of motivational constructs and needs to a person’s development and global functioning, including the development of global-life competencies such as social skills ( Ryan and Deci, 2017 ), in this research we wanted to analyzed the relationships between these competencies and Self-Determination Theory main variables in our study context, a sample of disadvantaged Chinese students from rural areas attending PE lessons.…”