English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

The study aimed to investigate physical selfconcept differences based on gender and extracurricular involvement. Two hundred and three students, 112 were male and 91 females, 76 non-involvement extracurricular, 31 sports extracurricular and 96 other extracurricular involvement were completed: Physical Self-Description Questionnaire (PSDQ). Independent sample t-test was calculated to determine gender differences on physical self-concept, and One-Way ANOVA was calculated to determine based on extracurricular involvement. Significant differences were found on physical self-concept based on gender (p < .000), and based on extracurricular involvement (p < .000). In addition, results showed that gender and extracurricular involvement influences toward physical selfconcepts. Students who are involved in extracurricular have better physical self-concept than those who do not. This finding implies that student involvement in extracurricular activities is very important. Keywords—physical self-concept; PS; gender; extracurricular involvement

Physical Self-Concept of High School Students