Impact of Group Rejections on Physical Self-Esteem

Motohide Miyahara

This video looks at the impact of group rejections from a physical activity on physical self-esteem among university students.



The file SelfEsteemData.xls has the data associated with this video. The file SelfEsteemVariables.xls describes the variables used.

There are ten tasks associated with this video:

  • Task 1: Discuss the reasons for calculating the total scores from the readings on the 70 items in the Physical Self-Description Questionnaire (PSDQ) by combining the 70 scores as described. Note that the scores range from 1 (false) to 6 (true).
  • Task 2: Check the distribution of totals in the different groups to see if the totals are close to normally distributed.
  • Task 3: Set up confidence intervals for the Trait Physical Self Esteem (TPSE) total scores of males and females, examine the gender differences, and report your conclusions.
  • Task 4: Set up a similar confidence interval for comparing TPSE total score means for Physical Education students and other students, reporting conclusions.
  • Task 5: Using the Trait Physical Self Esteem (TPSE) total scores and the two sets of totals for State Physical Self Esteem (SPSE1 and SPSE2) after the two stories for physical incapability and chance, calculate and compare the means for Trait Self Esteem, State Self Esteem after one story and State Self esteem after the second story. You can use the PSDQ, PSDQ1 and PSDQ2 values. Plot the means with error bars and set up appropriate confidence intervals for differences between the means.
  • Task 6: For PE students and non PE students calculate the mean totals if rejected by chance and the mean totals if rejected due to physical incapability. Compare.
  • Task 7: For male students and female students calculate the mean totals and compare.
  • Task 8: Calculate the changes in PSDQ total scores for PE students and non PE students if rejected by chance and if rejected for physical incapability. You can use the files PSDQ–PSDQ1 and PSDQ–PSDQ2 directly or calculate these from the original data. Plot the bar graphs shown in Figure 3 of the video.
  • Task 9: Analyze gender differences after rejection by the two conditions. Construct Figure 4 and Figure 5 in the video and compare means with appropriate confidence intervals.
  • Task 10: Investigate the variation in the different sub groups forming the data. Note that equal variation in different groups is an assumption for the confidence intervals.

If you have access to GenStat, you can go through the lesson SelfEsteem-GenStat.pdf.
The data file SelfEsteem-GenStatData.xls and variable descriptions SelfEsteem-GenStatVariables.xls are to be used with the GenStat lesson.

Video content recorded and edited by Robert van der Vyver[1] and John Harraway[2].
Web site developed and maintained by Greg Trounson[2] and John Harraway
Contact us

1: Higher Education Development Unit, University of Otago
2: Department of Mathematics and Statistics, University of Otago