Experiencing Shame - Different types of students

Background Physical education is attributed to a special contribution to the development of one's own personality. In doing so, a fundamentally positive effect of physical education is assumed. The discussion of a negative... [ view full abstract ]

Background

Physical education is attributed to a special contribution to the development of one's own personality. In doing so, a fundamentally positive effect of physical education is assumed. The discussion of a negative psychological effect for some students has just begun: Collections of negative experiences in physical education can be found at Hunger & Böhlke (2017) or Wiesche & Klinge (2017). In addition, the relationship between facets of the self-concept and the evaluation of shameful situations is empirically reconstructed.

The didactic benefits of basic research remain limited. In practice, it would be interesting to examine whether the students' assessments reveal patterns that go beyond the connection between facets of the self-concept and the assessment of shameful experiences. The aim of the article is to show whether different types of students can be identified.

Methods

The data basis is a standardized questionnaire survey with n=1224 pupils (Ø age= 13,5). The classes were randomly collected from secondary schools in Germany. The participants evaluated situations from physical, psychological or social shame (Lietzmann, 2003) In addition, the students physical and academic self-concept as well as their social self-efficacy were examined.

Results

The data from the survey are analysed using the cluster-analytical method of latent profile analysis. With this explorative method, the data can be classified on the basis of its specific characteristics (Bortz & Döring, 2006). The results of the analyses are not yet available, but are expected to be available by the end of the year.

Conclusion

Hunger & Böhlke (2017) propose "to reduce the incriminating potential of embarrassing situations by attempting a sensitising change of perspective and by more or less simple didactic interventions". Knowledge of profiles, which takes into account both the assessment of embarrassing situations and self-concepts, can be used to make these interventions more precise.