The factorial concept of inferiority complexes and their relationship to students' personal characteristics regarding physical education

Abstract

 We investigated the factorial concept and features of Japanese elementary and junior high school students' inferiority complexes in relation to physical education. Fifth and sixth graders (n=341) and junior high school students (n=336) completed 3 questionnaires: one created for this study and consisting of questions regarding inferiority complexes in relation to physical education; another made up of stress cognitive appraisal questions (Suzuki and Sakano, 1998); and a third relating to perceived competence in school life and self-esteem (Sakurai, 1992; Sakurai and Matsui, 2007).
 Factor analysis revealed 2 inferiority complex concepts, namely “complex focused on motor skills” (C-MS) and “complex focused on psychosocial and physical factors causing feelings of inferiority to develop into an inferiority complex” (C-PPF). Two-way analysis of variance revealed that female elementary and junior high school students were more likely than males to have a C-MS, and that male junior high school students were more likely than male elementary students to have a C-PPF. Correlation analysis revealed that hating to participate in physical activities, play sports, and attend physical education classes was strongly correlated with having an inferiority complex in relation to physical education. Multiple regression analysis showed that psychosocial development around the time of puberty influenced the relationship between self-competence and the presence of an inferiority complex. It also influenced the relationship between cognitive appraisal of the perceived threat or impact of inability to fulfill physical education assignments and the presence of an inferiority complex. These results suggest that in order to recognize inferiority complexes in relation to physical education, it is important to consider the diversity of students' focuses on their inferiority complexes and to make allowances for their states of psychosocial development.