Testing the Weiss-Harter-Model: Physical Activity, Self-Esteem, Enjoyment, and Social Support in Children and Adolescents

Abstract

Background: Several theories have been established to explain physical activity (PA) participation. However, many of these theories might not be applicable to adolescent PA behavior as they require a high level of cognitive reflection. Weiss suggests a model for youth which is based on the theoretical concept of Harter, focusing on self-esteem within social, emotional, and developmental aspects to explain behavior. The aim of this study was to test the original and a social support focused alternative version of the Weiss-Harter-model, and to cross-validate the findings in two separate studies. Methods: Data from two cross-sectional studies was retrieved and the models tested using structural equation modeling. Participants aged 11-17 years were recruited from a school (Study 1: N = 182) and from the German MoMo study (Study 2: N = 2,274). They filled in questionnaires about perceived competence, social support, self-esteem, PA enjoyment, and minutes of moderate-vigorous PA (MVPA). Results: None of the studies showed a good model fit for the original model [Study 1: CFI = 0.870, RMSEA 0.118 (90% CI 0.081-0.158), χ 2 = 38.7, p < 0.01; Study 2: CFI = 0.871, RMSEA 0.148 (90% CI 0.140-0.155), χ 2 = 1112.6, p < 0.01], explaining only 12% and 17% of MVPA variance, respectively. The alternative model which added the direct paths of social support to MVPA and PA enjoyment had a very good model fit for both Study 1 [CFI = 1.000, RMSEA 0.000 (90% CI 0.000-0.031), χ 2 = 4.8, p > 0.05] and Study 2 [CFI = 0.990, RMSEA 0.043 (90% CI 0.035-0.051), χ 2 = 103.7, p < 0.01]. The addition of these paths led to changes in effect size and directions of other path coefficients, with self-esteem having a small to meaningless impact on MVPA. The revised models accounted for 38% and 42% explained variance in MVPA, respectively. Discussion: The prominent role of self-esteem in the original model could not be confirmed. Instead, the results emphasize the role of social support for PA and PA enjoyment, which is in line with current research. Interventions to increase adolescent PA levels should thus focus more on components of social support instead of selfesteem. Future studies are needed to examine the interplay between social support, PA enjoyment and perceived competence as PA determinants.

Physical Activity and Quality of Life in High School Students: Proposals for Improving the Self-Concept in Physical Education

“…The initial model (Figure 1) was developed through the creation of four variables and a latent variable (physical self-concept) formed by physical appearance, physical condition, perceived competence, self-esteem, and perceived strength. This initial model showed the following fit indices, MRLχ 2 = 187.099, p < 0.05, CFI = 0.90, TLI = 0.87, SRMR = 0.09, and RMSA = 0.10, which were not acceptable; therefore, it was decided to restructure the model following the principles of previous research where such predictions are justified, such as the following: the predictive role of perceived competence in self-esteem [60]. In this sense, the model was restructured based on the proposals of the theoretical model presented by Fox and Corbin (1989) [56], establishing self-concept as a multidimensional variable formed by different domains, whose most important domain is self-esteem followed by perceived competence, fitness, perceived strength, and appearance.…”

“…In this sense, the model was restructured based on the proposals of the theoretical model presented by Fox and Corbin (1989) [56], establishing self-concept as a multidimensional variable formed by different domains, whose most important domain is self-esteem followed by perceived competence, fitness, perceived strength, and appearance. In this sense, perceived competence is the extent to which one judges oneself as capable in a certain area of life, which is why the higher the perceived competence, the greater the probability that they will present good self-esteem [60]. Consecutively, it was adjusted according to the effect of physical condition on quality of life in addition to its role in mental well-being [51].…”

Effects of Parental Involvement on the Participation of Students in Sports

“…They also proposed the efficacy of individual and community level strategies that enhance the physical activity of the children should be included and evaluated. Similarly, Jekauc et al, (2019) investigated the impact of availability of physical equipment, finance, logistic, emotional support, and reinforcement by parents on children's sports participation. They found that there was an…”

Predictors of physical activity behavior change based on the current stage of change—an analysis of young people from Hawai’i

“…Longitudinal studies predominantly indicate that social cognitive factors such as self-efficacy and social support are central factors for the prediction of PA behavior change in general (Dishman et al, 2017;Jekauc et al, 2019;Kahn et al, 2002;Lewis et al, 2002;C. R. Nigg, 2001;Rhodes & Quinlan, 2015).…”

“…R. Nigg, 2001;Rhodes & Quinlan, 2015). Findings regarding enjoyment and knowledge about PA (knowing the benefits of PA) are inconsistent in terms of PA behavior change (Dishman et al, 2017;Jekauc et al, 2019;Kahn et al, 2002;Lewis et al, 2002;C. R. Nigg, 2001;Rhodes & Quinlan, 2015).…”