EMPOWERING A SUPPORTIVE PHYSICAL EDUCATION LEARNING CULTURE FOR THE DEVELOPMENT OF STUDENTS’ SOCIAL SELF-ESTEEM

Abstract

Physical education is a subject that requires students to perform openly in public. It seems a more critical way because it needs feedback from teachers and classmates. Many students experience a crisis in social self-esteem because of negligence in their performance. This study aims to test the determination of teacher and classmate support for students' social self-esteem. The participants were 94 junior high school students, grade 7 (M = 12.7660; SD = 0.53733). We collected the data using The Teacher and Classmate Support Scale and Social Self-Esteem Inventory. The data were analyzed descriptively and with the t-test. The results of teacher and classmate support and students’ social self-esteem variables show positive results, as well as proving that teacher and classmate support affects students' social self-esteem during physical education learning activities. The presence of teachers in the learning class is necessary to provide social, emotional, and cognitive support to students so that they become more confident in performing their abilities and also feel comfortable with every performance they produce in some learning experiences and expressive learning cultures.