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    The relationship between motor skills, perceived self-competence, peer problems and internalizing problems in a community sample of children

    Access Status
    Fulltext not available
    Authors
    Mancini, Vincent
    Rigoli, Daniela
    Roberts, Lynne
    Heritage, B.
    Piek, Jan
    Date
    2017
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Mancini, V. and Rigoli, D. and Roberts, L. and Heritage, B. and Piek, J. 2017. The relationship between motor skills, perceived self-competence, peer problems and internalizing problems in a community sample of children. Infant and Child Development. 27 (3): Article ID e2073.
    Source Title
    Infant and Child Development
    DOI
    10.1002/icd.2073
    ISSN
    1522-7227
    School
    School of Psychology
    URI
    http://hdl.handle.net/20.500.11937/61052
    Collection
    • Curtin Research Publications
    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.

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