Codella Roberto, Puci Mariangela Valentina, Vandoni Matteo, Correale Luca, Galvani Christel, Togni Fabio, Casolo Francesco, Passi Alberto, Orizio Claudio, Alberti Giampietro, Esposito Fabio, Montomoli Cristina, La Torre Antonio
Department of Biomedical Sciences for Health, Università degli Studi di Milano, Milan, Italy.
IRCCS Multimedica, Milano, Italy.
PeerJ. 2020 Apr 29;8:e8949. doi: 10.7717/peerj.8949. eCollection 2020.
Perceived school self-efficacy (SE) is an important variable in students' activities as it affects their motivation and learning. Further, self-efficacy might represent a good predictor of performance, persistence and perseverance. Motor skills and other physical health determinants are extensively debated and linked to cognitive function in children of developmental age. However, inconclusive evidence supports a definitive relationship between perceived school SE and motor skills among schoolchildren. We conducted a cross-sectional study on 6-11-year-old schoolchildren to evaluate the extent by which perceived school SE and physical health determinants were related.
A SE questionnaire and motor performance battery tests were administered to primary school pupils recruited from 154 sampled schools of northwest Italy. Perceived SE at school was assessed via 12 items from the Caprara's questionnaire. Motor performance scores were obtained from motor skill tests: 4 × 10 m shuttle run test, SRT; standing broad jump, SBJ; six-minute walking test, 6MWT.
A total of 3,962 children ( = 2,019; = 1943) were studied and 68% were normal weight. Overall, a 58% of the sample perceived a high SE, while, as to gender differences, a greater percentage of females perceived high levels of school SE with respect to any other level (χ = 38.93, < 0.0001). Results from multinomial logistic regression analysis revealed that: (i) females perceived higher SE compared to males; (ii) children who performed better in SRT and 6MWT showed higher levels of perceived school SE; (iii) no significant effect was registered for the body weight. Alternative strategies are encouraged to enhance SE through physical education: structured interventions might enhance both complex motor skills and high-order cognitive skills, like SE, in young children.
感知到的学校自我效能感（SE）是学生活动中的一个重要变量，因为它会影响学生的动机和学习。此外，自我效能感可能是表现、坚持和毅力的良好预测指标。运动技能和其他身体健康决定因素在发育年龄儿童中受到广泛讨论，并与认知功能相关。然而，尚无确凿证据支持学龄儿童感知到的学校自我效能感与运动技能之间存在明确关系。我们对6至11岁的学龄儿童进行了一项横断面研究，以评估感知到的学校自我效能感与身体健康决定因素之间的关联程度。
对从意大利西北部154所抽样学校招募的小学生进行了自我效能感问卷和运动表现成套测试。通过卡普拉拉问卷中的12个项目评估学校中的感知自我效能感。运动表现得分来自运动技能测试：4×10米往返跑测试（SRT）、立定跳远（SBJ）、六分钟步行测试（6MWT）。
共研究了3962名儿童（男=2019名；女=1943名），68%体重正常。总体而言，58%的样本感知到较高的自我效能感，而就性别差异而言，与其他任何水平相比，更高比例的女性感知到高水平的学校自我效能感（χ=38.93，P<0.0001）。多项逻辑回归分析结果显示：（i）女性比男性感知到更高的自我效能感；（ii）在SRT和6MWT中表现更好的儿童表现出更高水平的学校自我效能感；（iii）体重没有显著影响。鼓励通过体育教育采取替代策略来提高自我效能感：结构化干预可能会提高幼儿的复杂运动技能和高阶认知技能，如自我效能感。
