Physical activity and self-concept in bilingual and non-bilingual schools: An analysis through structural equations

Abstract

The aim of this study is to analyse, define and contrast a model that explains the concept of self-awareness and teenagers’ attitudes towards Physical Education (P.E.). Using multi-group structural equations, the study also delves deeper into the links between the concept of self and attitudes of learners toward the physical education teacher according to the type of school (bilingual or non-bilingual). The total sample was made up of 2,388 teenage students aged between 11 and 17 (1,151 bilingual and 1,237 non-bilingual). The students responded to a socio-demographic questionnaire, a self-concept test, and a test dealing with Attitude toward Physical Education, to analyse the level of teaching of the foreign language in addition to aspects pertaining to the subject of physical education and the degree of concept of self or self-awareness. The results indicate higher levels of influence of the academic aspect in PE training in bilingual schools, whereas in non-bilingual contexts, it is the physical dimension that is rated more positively. Similarly, the data points to a positive and direct link between the overall concept of self in teenagers, with sense of empathy toward the teacher and value placed on the subject of physical education in students attending bilingual schools.