Premium
The relationship between motor skills, perceived self‐competence, peer problems and internalizing problems in a community sample of children
Author(s) -
Mancini Vincent,
Rigoli Daniela,
Roberts Lynne,
Heritage Brody,
Piek Jan
Publication year - 2017
Publication title -
infant and child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.87
H-Index - 57
eISSN - 1522-7219
pISSN - 1522-7227
DOI - 10.1002/icd.2073
Subject(s) - psychology , intrapersonal communication , developmental psychology , competence (human resources) , anxiety , psychosocial , social skills , psychomotor learning , psychological intervention , peer victimization , clinical psychology , interpersonal communication , human factors and ergonomics , poison control , cognition , social psychology , psychiatry , medicine , environmental health
Abstract Poor motor skills have been associated with a range of interpersonal and intrapersonal difficulties, including poor self‐competence, peer problems, and internalizing problems such as anxiety and depression. The Elaborated Environmental Stress Hypothesis provides a theoretical framework for understating these relationships. Studies have recently begun to evaluate this framework; however, ongoing empirical investigation is required. Currently, the extent to which these relationships may differ across factors such as gender remains unclear. The current study tests an indirect effect of motor skills on internalizing problems via peer problems and perceived self‐competence in a community sample of 164 children (81 males; 83 females) aged 7 to 12 years. A combination of clinician‐administered, self‐report, and parent‐rated measures were used. Regression analysis using PROCESS indicated that the relationship between motor skills and internalizing problems was not moderated by gender. Motor skills did have an indirect effect on internalizing problems via perceived scholastic competence and peer problems. Results provide partial support for part of the Elaborated Environmental Stress Hypothesis; perceived scholastic competence and peer problems are mechanisms through which motor skills are related to internalizing problems in school‐aged children. This study highlights potentially important targets for psychomotor interventions for this age group. Highlights The Environmental Stress Hypothesis suggests that motor skills may have an indirect effect on internalizing problems via factors such as peer problems and perceived self-competence. A community sample of 164 children aged 7–12 years provided measures of motor skills and psychosocial functioning. Motor skills had an indirect effect on internalizing problems via perceived scholastic competence and peer problems. This relationship was not moderated by gender.