Gender Differences in Beliefs About the Influence of Ability and Effort in Sport and Physical Activity

Li, Weidong; Lee, Amelia M.; Solmon, Melinda A.

doi:10.1007/s11199-006-8876-7

Cited by 21 publications

(14 citation statements)

References 46 publications

(68 reference statements)

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“…entity theory) than girls. This result was confirmed by the study of Li et al (2006), in which natural ability was rated as more influential for successful skill level or performance by boys than by girls, but differences for gender-linked activities were found. Finally, girls were less likely to adopt an incremental theory of athletic ability than boys (Li et al, 2004) and the review of Vella et al (2016) showed that participant gender moderated the relationship between incremental beliefs and adaptive outcomes.…”

Section: The Effects Of Demographic Variablesmentioning

confidence: 55%

Test anxiety in physical education: The predictive role of gender, age, and implicit theories of athletic ability

Danthony

Mascret

Cury

2019

European Physical Education Review

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Test anxiety is experienced by a substantial number of students in many school subjects, including physical education, and it may be deleterious for their school performance and their well-being. The aim of our study was to explore through multiple regression and mediation analyses the relationships between test anxiety in physical education, implicit theories, gender, and age. Five hundred and twenty-six French students ( Mage = 15.82, SD = 1.19) voluntarily participated in the study. The results mainly highlighted the following: Gender was a significant predictor of all the components of physical education test anxiety, evidencing that girls scored higher than boys on the four negative components (worry, self-focus, bodily symptoms, somatic tension), and lower on the positive component (perceived control). Age negatively predicted the self-focus component only. Entity theory was a significant predictor of the five components of test anxiety, whereas incremental theory only positively predicted perceived control. Entity theory partially mediated the relationships between gender and perceived control. A better understanding by physical education teachers of the characteristics of their students (e.g. gender differences, age, implicit theories of athletic ability) may contribute to decreasing test anxiety in physical education.

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Section: The Effects Of Demographic Variablesmentioning

confidence: 55%

Test anxiety in physical education: The predictive role of gender, age, and implicit theories of athletic ability

Danthony

Mascret

Cury

2019

European Physical Education Review

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“…Scraton 1992;Wright 1997Wright , 1999, as well as positivist research (e.g. Lightbody et al 1996;Klomsten, Marsh, and Skaalvik 2005;Li, Lee, and Solmon 2006), addressing access and equity, hegemony, resistance, and the body. Much of the early work on gender and performance in physical education was informed by a liberal feminist perspective that argued for the inclusion of the binary 'girls' in a spectrum of physical activities and sports that were considered the preserve of 'boys'.…”

Section: Gender and Ability In Pementioning

confidence: 99%

The gendering of abilities in Senior PE

Hay

Macdonald

2010

Physical Education & Sport Pedagogy

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Background: Ability is a foundational concept in education. For example, one's perspective of the nature of ability influences how one conceives of the educability and achievement potential of students. However, ability has generally been undertheorised in physical education (PE), particularly in relation to gender. Moreover, default assumptions about ability have tended to draw on traditional conceptions in which ability is viewed as an inherited capacity fulfilled to a lesser or greater extent depending on the opportunities for expression. Purpose: This paper draws on a conception of ability proposed by Evans to challenge traditional conceptions and explain how the discursive conditions of PE 'fields' contributed to the construction of gendered abilities in Queensland Senior PE at two demographically distinct schools. Research design: Data are from semi-structured interviews with, and participant observations of, teachers and students at two secondary school sites: one, a low socioeconomic, government school and the other an 'elite', co-educational private school. One teacher and six year 11 students from each school, identified in three ability categories by their teachers, were interviewed at five junctures and observed weekly across 20 weeks of the school year. Data analysis: Interview and observation data were systematically coded and analysed within a post-structuralist paradigm to focus on the discursive resources that particular individuals drew on to understand others, and the social and cultural consequences, in terms of power and positioning, of this constitution for students' abilities in PE. Findings: Teachers' and students' values, beliefs and expectations operating in the PE fields of both schools established discursive conditions that gave meaning to the embodied dispositions of students in terms of gendered abilities. The teachers and students consistently perceived differences in the nature of male and female abilities in Senior PE which influenced both the access of students to sites for recognition of ability and the construction of their abilities in these contexts. Conclusion: While awareness of the potential marginalization of girls' engagement in PE has increased, the expectations and practices of social fields as well as the adherence to traditional and popular conceptions of ability may continue to have discriminatory effects on the learning and achievement potential of girls in PE.

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“…In educational settings, males are more likely than females to attribute success to stable factors, for instance in ability, while females are more likely than males to attribute success to unstable factors like effort 16–18 . In the area of physical activity, Li et al 19 explored gender differences in how college‐aged individuals reasoned about natural ability, practice effort during physical activity, and final skill performance. Overall, males appraised natural ability as more influential in successful skill performance than females; however, there is some partial evidence supporting that perceptions about the influence of ability varied for activities that were perceived to be traditionally performed by a particular gender (ie, gender‐linked).…”

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confidence: 99%

Adolescents' Perceptions of Controllability and Its Relationship to Explicit Obesity Bias

Rukavina¹,

Li²

2010

Journal of School Health

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Gender Differences in Beliefs About the Influence of Ability and Effort in Sport and Physical Activity

Cited by 21 publications

References 46 publications

Test anxiety in physical education: The predictive role of gender, age, and implicit theories of athletic ability

Test anxiety in physical education: The predictive role of gender, age, and implicit theories of athletic ability

The gendering of abilities in Senior PE

Adolescents' Perceptions of Controllability and Its Relationship to Explicit Obesity Bias

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