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Autoconcepto, Igualdad de Género y Discriminación en Educación Física: Análisis por Sexo en Educación Secundaria.

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Title: Autoconcepto, Igualdad de Género y Discriminación en Educación Física: Análisis por Sexo en Educación Secundaria.
Alternate Title: Self-Concept, Gender Equality, and Discrimination in Physical Education: Analysis by Sex in Secondary Education.
Authors: Galeano-Rojas, Dilan1 dagaleanor@correo.ugr.es, Farías-Valenzuela, Claudio2, Castillo-Paredes, Antonio3, Hinojosa-Torres, Claudio4, Espoz-Lazo, Sebastián5, Valdivia-Moral, Pedro1
Source: European Journal of Education & Psychology. dic2025, Vol. 18 Issue 2, p1-19. 19p.
Subject Terms: *Gender inequality, *Discrimination (Sociology), *Educational intervention, *Teacher training courses, *Physical education, *Secondary education, Self-perception, Gender differences (Psychology)
Abstract (English): Gender equality remains a critical focus in educational discourse. This study investigates sex-based differences and the interrelations among self-concept, perceived gender equality, and discrimination in physical education among secondary school students. A sample of 418 students was assessed using the Perception of Equality and Discrimination in Physical Education Questionnaire and the AF5 Self-Concept Scale. The analysis employed Mann-Whitney U tests, Spearman's correlations, and regression modeling. Findings show that male students report higher physical, social, and family self-concept, while female students show greater emotional self-concept. Age correlates with increased discrimination and reduced academic and emotional selfconcept in males, whereas in females, it associates with higher perceived equality and lower social self-concept. Perceived equality inversely correlates with discrimination and positively with academic self-concept across both sexes. Regression results indicate that discrimination, along with academic, social, and family self-concept, positively predicts physical self-concept, whereas emotional self-concept and sex have negative predictive effects. These insights inform educational interventions and teacher training programs to foster gender equity and self-concept development in school settings. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): La igualdad de género continúa siendo un eje prioritario en el ámbito educativo. Este estudio examina las diferencias por sexo y las relaciones entre el autoconcepto, la percepción de igualdad y la discriminación en clases de educación física en estudiantes de educación secundaria. Se evaluó a 418 alumnos mediante el Cuestionario de Percepción de Igualdad y Discriminación en Educación Física y la Escala de Autoconcepto AF5. Se aplicaron pruebas U de Mann–Whitney, correlaciones de Spearman y modelos de regresión. Los resultados revelan que los varones presentan mayor autoconcepto físico, social y familiar, mientras que las mujeres destacan en el autoconcepto emocional. En los hombres, la edad se asocia con mayor discriminación y menor autoconcepto académico y emocional; en las mujeres, con mayor percepción de igualdad y menor autoconcepto social. La percepción de igualdad correlaciona negativamente con la discriminación y positivamente con el autoconcepto académico en ambos sexos. El modelo de regresión indica que la discriminación y las dimensiones académica, social y familiar predicen positivamente el autoconcepto físico, mientras que el sexo y el autoconcepto emocional lo hacen de forma inversa. Estos hallazgos orientan intervenciones escolares y la formación docente para promover la equidad de género y el desarrollo del autoconcepto en contextos educativos. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Gender equality remains a critical focus in educational discourse. This study investigates sex-based differences and the interrelations among self-concept, perceived gender equality, and discrimination in physical education among secondary school students. A sample of 418 students was assessed using the Perception of Equality and Discrimination in Physical Education Questionnaire and the AF5 Self-Concept Scale. The analysis employed Mann-Whitney U tests, Spearman's correlations, and regression modeling. Findings show that male students report higher physical, social, and family self-concept, while female students show greater emotional self-concept. Age correlates with increased discrimination and reduced academic and emotional selfconcept in males, whereas in females, it associates with higher perceived equality and lower social self-concept. Perceived equality inversely correlates with discrimination and positively with academic self-concept across both sexes. Regression results indicate that discrimination, along with academic, social, and family self-concept, positively predicts physical self-concept, whereas emotional self-concept and sex have negative predictive effects. These insights inform educational interventions and teacher training programs to foster gender equity and self-concept development in school settings. [ABSTRACT FROM AUTHOR]
ISSN:18888992
DOI:10.32457/ejep.v18i2.2933