Intra-pair comparison among twins, physical self-esteem, and motivation for exercise and physical education in adolescence: a cross-sectional study
DOI:
https://doi.org/10.63750/r8wc6y67Keywords:
twins, social comparison, physical self-esteem, motivation, exercise, Physical EducationAbstract
This study analyzed the relationship between intra-pair comparison between twins in the physical domain, physical self-esteem, and motivation to exercise, physical activity in general, and participation in physical education (PE) classes, also testing the mediating role of physical self-esteem and intra-pair differences between the twin perceived as “more athletic” and “less athletic.” A cross-sectional observational study was conducted with 40 adolescent twins (20 pairs), aged 12 to 18 years, who responded to self-report measures of unfavorable comparison, physical self-esteem, and motivational regulation in the contexts of exercise and PE. Analyses included Spearman correlations, linear regression controlling for age and gender, mediation testing, and intra-pair comparisons.
The results indicated that unfavorable comparison was strongly associated with lower physical self-esteem and maintained a substantial predictive contribution after controlling for age and gender. At the motivational level, unfavorable comparison was associated with higher amotivation and lower autonomous motivation for exercise and PE. The indirect effect via physical self-esteem was not supported, suggesting that the influence of comparison may occur through more proximal and situational pathways. In the intra-pair analysis, the “more athletic” twin showed higher physical self-esteem and higher levels of autonomous motivation for exercise and PE, greater participation in PE, and lower amotivation for exercise (high effects).
It is concluded that unfavorable comparison between twins is a relevant psychological marker, associated with lower physical self-esteem and less self-determined motivational profiles, with implications for pedagogical practices in PE aimed at reducing normative comparisons and promoting success criteria focused on individual progress.
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