東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Objectified body consciousness: A th...

John, Deborah H.

FindBook

Google Book

Amazon

博客來

Objectified body consciousness: A theory-to-practice approach.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Objectified body consciousness: A theory-to-practice approach./
作者:	John, Deborah H.
面頁冊數:	94 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0450.
Contained By:	Dissertation Abstracts International65-02A.
標題:	Education, Physical. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3120761
ISBN:	0496681166

Objectified body consciousness: A theory-to-practice approach.
John, Deborah H.

Objectified body consciousness: A theory-to-practice approach. - 94 p.

Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0450.

Thesis (Ph.D.)--Oregon State University, 2004.

Objectified body consciousness (OBC) is a third-person perspective that locates an individual's body-self relationship primarily in the appearance of her/his body as an outside observer rather than in how her/his body feels or what her/his body can do. We know very little about OBC in relation to physical self variables recognized in the sport and exercise psychology literature and shown to be associated with physical activity behavior, or about our ability to intervene and bring about change with OBC.

ISBN: 0496681166Subjects--Topical Terms:

1018000
Education, Physical.

Objectified body consciousness: A theory-to-practice approach.
LDR:03279nmm 2200313 4500 001 1839092
005 20050629130835.5
008 130614s2004 eng d
020 $a 0496681166
035 $a (UnM)AAI3120761
035 $a AAI3120761
040 $a UnM $c UnM
100 1 $a John, Deborah H. $3 1927496
245 1 0 $a Objectified body consciousness: A theory-to-practice approach.
300 $a 94 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0450.
500 $a Adviser: Vicki Ebbeck.
502 $a Thesis (Ph.D.)--Oregon State University, 2004.
520 $a Objectified body consciousness (OBC) is a third-person perspective that locates an individual's body-self relationship primarily in the appearance of her/his body as an outside observer rather than in how her/his body feels or what her/his body can do. We know very little about OBC in relation to physical self variables recognized in the sport and exercise psychology literature and shown to be associated with physical activity behavior, or about our ability to intervene and bring about change with OBC.
520 $a In Study One, a cross-sectional study, the notion of objectified body consciousness and the associations with certain self-conceptions and physical activity behaviors were measured in undergraduate students (N = 394). Females reported significantly higher levels of OBC body surveillance and OBC body shame than males with no significant difference in the levels of OBC appearance control beliefs between females and males. Canonical correlation analyses revealed significant and different relationships between the set of OBC variables and the set of self-concept variables for both females and males. A second canonical correlation, used to explore the relationship between the set of three OBC variables and physical activity behavior (weekly vigorous physical activity and MET levels), was non-significant for both females and males.
520 $a In Study Two, using a theory-to-practice approach, an attempt was made to change undergraduates' OBC, as measured by the OBC Scales (McKinley & Hyde, 1996), through the design and delivery of a body consciousness-raising curriculum (BCRC). In a 2 (time) x 2 (gender) x 5 (class) quasi-experimental study, undergraduate female and male students (N = 87) were participants in the BCRC, which was designed to raise awareness of the influence of sociocultural messages on their body-self relationship. Data collected from undergraduate students (N = 114) enrolled in courses with similar and dissimilar content served as a comparison. RM MANOVA revealed a significant 3-way interaction F(12, 189) = 1.843, p = .039. Follow-up analyses showed that the interaction was primarily influenced by within-class gender differences across time with no significant between-class differences. A qualitative evaluation of the BCRC from the students' perspective contributes to the discussion of the effectiveness of the curriculum.
590 $a School code: 0172.
650 4 $a Education, Physical. $3 1018000
650 4 $a Women's Studies. $3 1017481
650 4 $a Psychology, Social. $3 529430
690 $a 0523
690 $a 0453
690 $a 0451
710 2 0 $a Oregon State University. $3 625720
773 0 $t Dissertation Abstracts International $g 65-02A.
790 1 0 $a Ebbeck, Vicki, $e advisor
790 $a 0172
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3120761