Effect of gender on students' emotion with gender-related public self-consciousness as a moderator in mixed-gender physical education classes. (October 2016)

• Record Type: Journal Article
• Authors: Moon, Minkwon; Jeon, Hyunsoo; Kwon, Sungho
• Is Part Of: School psychology international. Volume 37:Number 5(2016)
• Page Start: 470
• Page End: 484
• Publication Date: 2016-10
• Subjects: gender -- gender-related public self-consciousness -- mixed-gender physical education class -- negative emotion -- positive emotion; Educational psychology -- Periodicals; School psychology -- Periodicals; 370.1505
• DOI: 10.1177/0143034316658801
• Languages: English
• ISSNs: 0143-0343

Abstract

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