A bidirectional theoretical model linking ethnic identity and multidimensional self-concept in immigrant adolescents: a pedagogical framework for physical education
DOI:
https://doi.org/10.47197/retos.v82.118877Keywords:
Ethnic Identity, Self-Concept, Immigrant adolescents, Conceptual theoretical modelAbstract
Introduction: The relationship between ethnic identity and self-concept in immigrant adolescents has been extensively studied in isolation, but there remains a lack of theoretical models that integrate both constructs, particularly in movement-based educational contexts. This study addresses this issue by focusing on the physical and social dimensions of self-concept in Physical Education.
Objectives: To develop a theoretical model that explains the bidirectional relationship between ethnic identity and self-concept (physical and social) in immigrant adolescents, and to explore its contribution to psychosocial adaptation and integration in educational contexts.
Methods: A narrative review of classic and contemporary literature on ethnic identity and multidimensional self-concept was conducted. Based on this synthesis, established conceptual frameworks were integrated to construct an explanatory model applicable to Physical Education contexts.
Results: The model posits that ethnic identity and self-concept operate in a bidirectional cycle: a strong cultural identity fosters confidence to participate in social and sporting contexts, while perceived success—physical competence and social acceptance—reinforces the identity of the immigrant adolescent. These processes contribute to identity affirmation, psychosocial adaptation, and integration.
Conclusions: Physical Education is an ideal pedagogical context for promoting these dynamics through structured cooperation, participation, and meaningful interaction. The model offers a concise theoretical framework that prioritizes educational experiences and can guide inclusive research and practice aimed at fostering well-being, a sense of belonging, and integration in culturally diverse school environments.
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