Italian Journal of Health Education, Sports and Inclusive Didactics
ASSESSMENT OF SELF-ESTEEM AND PHYSICAL WELL-BEING IN POST-PANDEMIC TIME
Abstract
The pandemic from Covid-19 has determined many consequences, both in the cognitive and in the psycho-emotional and motor, above all because the experience crossed has marked the evolutionary phase, or the growth during the adolescence, of the young people of our time.
The research aims to analyze the levels of self-esteem and well-being of adolescents, evaluated through the multidimensional test of self-esteem (Braken, 1992).
Based on this analysis, self-esteem can be considered as a response mechanism, assimilated over time, with a predictive value regarding the behaviors to come. The study was conducted on the convenience sample of 252 students (12 and 13 years), attending first grade secondary school. The results were interpreted significantly in regulatory terms.
Since corporeality determines, in many of its manifestations, precisely the development of the individual’s social abilities and therefore of his relationships, our study wants to focus on the essential contribution that the school can make, to the young learner, regarding his social abilities, thinking and awareness of bodily potential, in order to prepare him to face the challenges and unforeseen events of his life in an adaptive way.
Keywords
Full Text:
PDF (Italiano)References
Allison P.J., Locker D., Feine J.S. (1997). Quality of life: a dynamic construct. Soc Sci Med; 45:221-30.
Bandura, A. (2000). Autoefficacia. Teoria e applicazioni. Trento: Edizioni Erickson
Beebe B. & Lachmann G. (2003). Infant research e trattamento degli adulti. Un modello sistemico-diadico delle interazioni, Raffaello Cortina, Milano.
Benelli B., D’Odorico, L., Lavorato, M.C. &; Simon, F. (1980). Forme di conoscenza prelinguistica. Firenze: Giunti.
Bracken B. A. (2003). TMA-Test di valutazione multidimensionale dell’autostima. Trento: Erickson.
Bracken B.A. (1993). Test TMA. Valutazione multidimensionale dell’autostima. Trento: Erickson.
Cassese, F. P. (2012). Attività motorie. Fondamenti psicofisiologici (Vol. 3). GAIA srl-Edizioni Univ. Romane.
Gibson J.J. (1979). An Ecological Approach to Visual Perception. Boston: Houghton Mifflin
Goleman D. (2011). Intelligenza emotiva: che cos’é, perché può renderci felici. Milano: BUR.
James W. (1890). (Ed.) Principi di Psicologia, vol. I Cambridge, MA; Harvard University Press.
Ministero dell’Istruzione, dell’Università e della Ricerca - MIUR (2012).Indicazioni nazionali per il curricolo della scuola dell’infanzia e del primo ciclo d’istruzione. Roma: Le Monnier
Meraviglia M.V. (2012). Sistemi motori. Nuovi paradigmi di apprendimento e comunicazione. Milano: Springer-Verlag Italia.
Maturana H.R. &; Varela, F.J. (1984). El àrbor del conocimiento. Trad. It. L’albero della conoscenza (1992). Milano: Garzanti.
Pellerey et al., Imparare a dirigere se stessi, Cnos-Fap, Roma 2013.
Resnik S. (1955). Il corpo dell'adolescente, in R. Voltonin (a cura di), Adolescenza e psicoanalisi, Milano, APP.
Rosenberg, M., Schooler, C., Schoenbach, C., & Rosenberg, F. (1995). Global self-esteem and specific self-esteem: Different concepts, different outcomes. American sociological review, 141-156.
Stern (1985). Il mondo interpersonale del bambino. tr.it.,Torino: Bollati Boringhieri, 2002.
Trinchero R & Robasto, D. (2019). I Mixed methods nella ricerca educativa. Milano: Mondadori Education.
Winnicott D. (1995). Sviluppo affettivo e ambiente. Roma: Armando Editore
DOI: https://doi.org/10.32043/gsd.v7i2.811
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Italian Journal of Health Education, Sports and Inclusive Didactics
ISSN: 2532-3296