An Examination of Self-Presentational Concern of Turkish Adolescents: An Example of Physical Education Setting

By Koca, Canan; Asci, Hulya F. | Adolescence, Spring 2006 | Go to article overview

An Examination of Self-Presentational Concern of Turkish Adolescents: An Example of Physical Education Setting


Koca, Canan, Asci, Hulya F., Adolescence


INTRODUCTION

In an increasingly image-based society, it is important to understand the roles adolescents' bodily concern and self-presentation play in their lives. The culturally accepted ideal stereotype appears to promote a "societal obsession" with body shape, size, weight, virility, and appearance of one's body (Stice & Shaw, 1994). Physical appearance is a particularly important psychological construct associated with social acceptance among adolescents (Lerner, Lerner, Hess, Schwab, Jovanic, Talwar, & Kicher, 1991) and the drive for thinness among adolescent females in Western societies is a prominent issue (Gray, 1993; Sands, 2000; White, 1992) that is of concern to educators, health professionals, and sports trainers. The drive for thinness has been associated with self-concept (Strauman & Glenberg, 1994), body image (Slade, 1994), body weight (Striegel-Moore, Screiber, Pike, Wilfley, & Rodin, 1995) and social physique anxiety as an important dimension of self-presentation (Hart, Leary, & Rejeski, 1989).

Self-presentation is an attempt to selectively present aspects of oneself or to omit revealing information to maximize a positive impression and avoid an undesired impression (Leafy, 1992; Leary & Kowalski, 1990). The nature of self-presentation has been the focus of research on a wide variety of interpersonal phenomena, including attitude development (Schlenker, Forsyth, Leafy, & Miller, 1980), perceived exertion (Hardy, Hall, & Presholdt, 1986), and exercise adherence (Crawford & Eklund, 1994). Self-presentation is also an essential part of interpersonal conduct and influences one's social life, employment, and romantic involvement (Leafy & Kowalski, 1990). It also may be an important determinant of behavior, cognition, and affect in the exercise and sport setting (Hausenblas, Brewer, & Raalte, 2004).

Impression management pervades all areas of life. Those who are particularly attuned to others' perception of them are concerned with behaving in accordance with situational norms, social approval, and evaluation of their physical appearance. Concern for how one's body is judged by others is called Social Physique Anxiety (Leafy, 1992). This has been found to correlate with a number of psychosocial variables such as global self-esteem, body esteem, weight dissatisfaction, and body dissatisfaction (Crawford & Eklund, 1994), in addition to eating attitudes, motives to exercise, and exercise behavior patterns (Crawford & Eklund, 1994; Eklund & Crawford, 1994). Social physique anxiety may also play an important role in determining where and with whom people exercise (Spink, 1992), one's affective responses to exercise (Focht & Hausenblas, 2001), and level of effort while exercising (Boutcher, Fleischer-Curtian, & Gines, 1988).

Social physique anxiety is an important self-presentational concern for adolescents in particular. Besides being seen by others as cool, fun to be with, and risk takers, physical attractiveness is highly valued by adolescents (Ginis & Leary, 2004). Thus, the school environment is an important setting for studying their self-presentational concerns--particularly in physical education class where the body is subject to evaluation by others. Previous research has indicated that exercisers with high social physique anxiety may prefer exercising in a private setting (Spink, 1992), prefer to exercise alone (Belling, 1992), and tend to have a less favorable attitude toward coeducational classes (Bain, Wilson, & Chaikind, 1989). In addition, high social physique anxiety is related to excessive (Frederick & Morrison, 1996) or low (Lantz, Hardy, & Ainsworth, 1997) exercise participation. Furthermore, those who suffer from social physique anxiety prefer fitness types of activity (Frederick & Morrison, 1996), dislike coed aerobic dancing classes (Eklund & Crawford, 1994), and exercise for self-presentational reasons (Eklund & Crawford, 1994; Frederick & Morrison, 1996).

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

An Examination of Self-Presentational Concern of Turkish Adolescents: An Example of Physical Education Setting
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.