Formal Research Report or QAResearch Report Individual Project (4

Formal Research Report or Q/AResearch Report / Individual
Project (400 points)
Write a scholarly research report on a topic related to Software
Engineering (see Appropriate Topics). Please see Important
Notes and Document Details for detailed specifications.
Appropriate Topics:
The Research Report should consist of a comparative analysis
of two programming languages of your choice.
Important Student Notes:
· Each student submission should be checked for plagiarism.
Students should be warned that Turnitin has a very good
historical memory and is capable of accessing reports from both
internal and external resources (i.e. Universities, Governments,
etc.) including those originally written in non-English written
languages. Plagiarism will result in a grade of zero (non-
negotiable) for the assignment and may results in other
university actions.
· Only one submission attempt is permitted – AS THE
STUDENT TO BE SURE BEFORE DEPRESSING ENTER.
· Acceptable file formats for submissions include Microsoft
Word (doc, docx) or Adobe Acrobat (PDF). No other formats
are acceptable.
· The research paper must be at least 2,500 words supported by
evidence (citations from peer-reviewed sources).
· A minimum of four (4) peer-reviewed journal citations are
required.
· Formatting should be double-spaced, one-inch boarders, no
extra space for headings, no extra white space, no more than
two levels of heading, page numbers, front and back matter).
· Extra white space use to enhance page count will negatively
affect student grade.
· Chapter 1 illustrates the document details of the research

report and constitutes Background/Introduction, Problem
Statement(s), Goal(s), Research Question(s), Relevance and
Significance, Barriers and Issues related to topic chosen.
Chapter 2 should consist of student paraphrasing the cited
research material (i.e. what happened in case study x). Chapter
3 should be the reasoning for doing a basic compare/contrast or
advantages/disadvantage of what was stated in Chapter 2 (do
not state because the professor said so). Chapter 4 is a complete
analysis, synthesis, and evaluation of what was stated in chapter
2. In effect, chapter 3 is a statement of what will be done and
chapter 4 is what was done and what the findings were. Again,
thus far the writing is objective and must not contain student
opinion. Chapter 5 states results, conclusion, and future work
recommendations. Here is where student opinion (or any
researcher) can state their respective opinion as the student has
now “done the work” and are justified in stating results.
· Graduate student are expected to be proficient in the use of the
English language. Errors in grammar, spelling, or syntax will
affect student grade. The Professor, will not provide remedial
help for writing problems. If the student is unable to write
clearly and correctly, the student should be urged to contact the
program office for sources of remedial help.
· IMPORTANT - please refer to the following url for additional
help on writing skills necessary at the graduate level
(https://owl.purdue.edu/site_map.html).
· Only Microsoft Word or Adobe PDF submission is acceptable.
· APA formatted citations are required for the final submission.
IMPORTANT - please refer to the following url for help with
APA:
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa
_style_introduction.html. Please reach out to our librarians for
additional citation management and APA help.
· All images, tables, figures are to be included in the appendices
and IS NOT included in the 10 page requirement. This means
appendices are not included in the 10 page requirement.
· Long quotations (i.e. paragraphs) are NOT permitted. Only

one quoted short sentence (less than 14 words) is permitted per
page.
· Footnotes are NOT permitted.
Document Details
This area provides additional details about the content of
each of the needed Research Report Chapters (5). For those
instructing in Hybrid format, the instructor may want to
consider having the instantiated teams work on: 1) an outline of
the final research report and 2) a preliminary research report
that includes Chapters 1 and 2. For those instructing in Online
or F2F formats the instructor may want to consider using the
Hybrid format (teams) or single student submission format. The
final submission should include DETAILS of each of following:
1) Chapter 1 – Introduction
2) Chapter 2 – Literature Review
3) Chapter 3 – Methodology Specifics (comparative analysis)
4) Chapter 4 – Findings and Results
5) Chapter 5 – Conclusion and Future Recommendations
6) References - APA
7) Appendices
Chapter 1 Introduction
Background/Introduction
In this section, present enough information about the proposed
work such that the reader understands the general context or
setting. It is also helpful to include a summary of how the rest
of this document is organized.
Problem Statement
In this section, present a concise statement of a research-worthy
problem addressed (i.e., why the work should be undertaken –
don’t say required for the class). Follow the statement of the
problem with a well-supported discussion of its scope and
nature. The discussion of the problem should include: what the
problem is, why it is a problem, how the problem evolved or
developed, and the issues and events leading to the problem.
Goal
Next, include a concise definition of the goal of the work (i.e.,

what the work will accomplish). Aim to define a goal that is
measurable.
Research Questions
Research questions are developed to help guide the authors
through the literature for a given problem area. What were the
open-ended questions asked and why did the student find (or not
find) them adequate.
Relevance and Significance
The student should consider the following questions as they
read through an article stating how the author(s) supported, or
left unsupported the evidence, relevance, and significance of
their research literature:
Why is there a problem? What groups or individuals are
affected?
How far-ranging is the problem and how great is its impact?
What’s the benefit of solving the problem?
What has been tried without success to correct the situation?
Why weren’t those attempts successful? What are the
consequences of not solving the problem?
How does the goal of the study address the research problem
and how will the proposed study offer promise as a resolution to
the problem?
How will the research add to the knowledge base?
What is the potential for generalization of the results?
What is the potential for original work?
Barriers and Issues
In these paragraphs, identify how the problem is inherently
difficult to solve. How did the solution the author(s) propose
address the difficulties?
Chapter 2 Literature Review
In this section, it is important to clearly identify the major areas
on which the student will need to focus the student research in
order to build a solid foundation for the study in the existing
body of knowledge. The literature review is the presentation of
quality literature in a particular field that serves as the
foundation and justification for the research problem, research

questions or hypothesis, and methodology. The student will
develop a more comprehensive review of the literature as part
of the research.
Chapter 3 Approach/Methodology
This chapter includes a summary of how the student are going
to proceed with the evaluation of the problem statement and
associated research question(s). Given the short time of this
course, a compare / contrast or advantage / disadvantage
analysis is recommended that
Chapter 4: Findings, Analysis, Synthesis
Include an objective description and analysis of the findings,
results or outcomes of the research. Limit the use of charts,
tables, figures to those that are needed to support the narrative.
Most of these illustrations should be included as part of the
Appendix.
The following topics are intended to serve as a guide:
Data analysis
Findings & discussion
Analysis
Synthesis
Discussion
Chapter 5: Conclusions
Conclusions - Clearly state the conclusions of the study based
on the analysis performed and results achieved. Indicate by the
evidence or logical development the extent to which the
specified objectives have been accomplished. If the research has
been guided by hypotheses, make a statement as to whether the
data supported or rejected these hypotheses. Discuss alternative
explanations for the findings, if appropriate. Delineate
strengths, weaknesses, and limitations of the study.
Implications - Discuss the impact of the work on the field of
study and its contributions to knowledge and professional
practice. Discuss implications for future research.
Recommendations - Present recommendations for future
research or for changes in research methods or theoretical
concepts. As appropriate, present recommendations for changes

in academic practice, professional practice, or organizational
procedures, practices, and behavior.
References
Follow the most current version of APA to format the
references. However, each reference should be single-spaced
with a double space in between each entry.
Formatting Details
Margins
The left-hand margin must be 1inches (4 cm.). Margins at the
right, top, and bottom of the page should be 1.0 inch. (See
exception for chapter title pages below.) The Research Report
text may be left-aligned (leaving a ragged right edge) or may be
both left- and right-aligned (justified).
Line Spacing
Double-spacing is required for most of the text in documents
submitted during the Research Report process.
Paragraph Spacing
The text of the document is double-spaced. There should be no
extra spaces between paragraphs in sections; however, indent
the first line of each paragraphs five spaces.
Page Numbering
All pages should have page numbers in Arabic numerals in the
upper right-hand corner.
Type Style
The body text, the student should use 12-point Times New
Roman. Text for the cover page may be larger but should not
exceed 14-point size. Text for the chapter title text should be
14-point size. Be consistent in the use of typefaces throughout
the document. Do not use a compressed typeface or any settings
on the word processor that would decrease the spacing between
letters or words. Sans serif typefaces such as Helvetica or Arial
may be used for relatively short blocks of text such as chapter
headings and captions but should be avoided in long passages of
text as they impede readability.
Title Page

Every document that is submitted must have a title page. The
title page includes the exact title of the research report, date of
submission, the team name, and the name of each team member.
Chapter Title Heading, Subheadings, and Sub-Subheadings
It is required that submitted Research Report use no more than
three levels of headings in the body text. All headings should
have only the first letter of each word capitalized except that
non-major words shorter than four letters have no capital
letters.
Instructions for heading levels follow:
Level 1: Chapter Title Heading
This heading starts two inches from the top of the page, is
centered on the page, and is set in 14point type. The first line
contains the chapter number (e.g., Chapter 4). The second line
is blank. The third line displays the chapter title, is centered on
the page, and is set in 14-point type.
Level 2: Subheading
Start the subheading at the left margin of the page, four spaces
(i.e., two returns when the document is set for double-spacing)
down from the title, set in bold 12-point type. Double-space
(one return) to the subheading body text. Indent the first line of
the body text five spaces.
Level 3: Sub-Subheading
Start the sub–subheading at the left margin of the page, double-
spaced (i.e., one return when the document is set up for double-
spacing) from the subheading, set in 12-point italics. Double-
space (one return) to the sub-subheading body text. Indent the
first line of the body text five spaces.
8
Analysis of Self Compassion and Self Esteem between
Adolescents Engaged in Physical Exercise in the form of Gym

with those having Sedentary Lifestyle
Meghna Basu Thakur and Namrata Joshi
ABSTRACT
The present study seeks to explore the difference in self-
compassion and
self-esteem in adolescents who are engaged in physical exercise
through
gymnasium and those who aren’t involved in any such exercise
related activities
and are having sedentary lifestyle. The two scales consisted of
Neff’s Self
Compassion Scale and Rosenberg’s Self Esteem Scale. Results
show that self-
compassion was higher in the group involved in physical
exercise through gym
workout (Mean- 39.83) as compared to those who had sedentary
lifestyle (Mean-
36.86). Similar results were found for the other hypothesis of
self-esteem. That is,
the self-esteem was found to be higher (Mean= 23.76) in the
group of participants
who were involved in physical exercise through gym workout as
compared to
those who had reported having sedentary lifestyle (Mean =
18.16). Thus, the results
found in this study do indicate that exercise and sedentary
lifestyles are related to
self-esteem and compassion.
Key words: Self-esteem, Self-compassion, Exercise, Gym,
Adolescents

INTRODUCTION
Physical activity is defined as any bodily movement produced
by skeletal muscles that
result in energy expenditure. The energy expenditure can be
measured in kilocalories.
Physical activity in daily life can be categorized into
occupational, sports, conditioning,
household, or other activities. Exercise is a subset of physical
activity that is planned,
structured, and repetitive and has as a final or an intermediate
objective the improvement
or maintenance of physical fitness.
Journal of Psychosocial Research
Vol. 11, No. 1, 2016, 65-75
Corresponding author. Email : [email protected],
[email protected]
ISSN 0973-5410 print/ISSN 0976-3937 online
©2016 Prints Publications Pvt. Ltd.
http//www.printspublications.com
J. Psychosoc. Res.
66
Exercise in Gym
The major motive of the physical workout in the form of gym
was added as a variable in
the study in order to have a concrete base of the exercise or

physical activities that women
are engaged in day to day basis. The sample included those
women who have been working
out in the gym for at least 6 months, with 30 minutes of
workout each day for at least 5
days a week. It is expected that if the person has an enrolled
membership in the gym there
are greater likelihood of they being more involved with the
similar kind of activities.
Another vital reason to include those adolescents only who were
actively involved in
physical activities through gym was that there will be more
uniformity in terms of the
quality of the exercise regime that is followed. Having said
this, adolescents who were
involved in physical activities in the form of other forms of
exercises like aerobics, yoga,
zumba and so on were excluded from the study for the above
mentioned reasons.
Sedentary Lifestyle
A sedentary lifestyle is a type of lifestyle with no or irregular
physical activity. It also
refers to a group of behaviors that occur whilst sitting or lying
down while awake and
typically require very low energy expenditure. Sedentary
activities include sitting,
reading, watching television, playing video games, and
computer use for much of the
day with little or no vigorous physical exercise.
Self Compassion
Self-compassion entails being warm and understanding toward
ourselves when we

suffer, fail, or feel inadequate, rather than ignoring our pain or
flagellating ourselves
with self-criticism. Self-compassionate people recognize that
being imperfect, failing,
and experiencing life difficulties is inevitable, so they tend to
be gentle with themselves
when confronted with painful experiences rather than getting
angry when life falls
short of set ideals.
Self Esteem
Self-esteem reflects a person’s overall subjective emotional
evaluation of his or her
own worth. It is a judgment of oneself as well as an attitude
toward the self. Self-
esteem encompasses beliefs (“I am competent”, “I am worthy”)
and emotions such
as triumph, despair, pride, and shame. Smith and Mackie
(2007) defined it as “The
self-concept is what we think about the self; self-esteem is the
positive or negative
evaluations of the self, as in how we feel about it.”
Adolescents
Adolescence describes the teenage years between 13 and 19 and
can be considered
the transitional stage from childhood to adulthood. The
physiological changes that take
place can lead to confusion, anxiety over bodily issues. The
physical appearance is one of

Adolescents Engaged in Physical
Exercise in the form of Gym with those having Sedentary
Lifestyle
67
J. Psychosoc. Res.
11
the apparent reasons for the self-esteem in adolescents.
Constant evaluation by peer
groups, perception of the romantic partner’s idea about the body
can lead to a lot of
pressure. Thus the external appearance tends to naturally
increase in importance for
sometime during a teen’s journey toward adulthood.
Need for Study
With increase in awareness about health, healthy lifestyle, and
anxiety about self -
image, body, varied ailments, it is important to study various
psychological factors
related to exercise. The way these factors are related to the
adolescent population
where self-evaluation of body image, evaluation of self-image,
it calls for the attention
in how factors like self-esteem and compassion are affected
through all this. Self- esteem
and self-compassion has been closely related to exercises in the
previous findings related
to health, exercise and other related factors. Hence, there was in
need to study the
impact of exercise and sedentary lifestyle on self-esteem and
compassion.

Review of Literature
Self-esteem is thought of as vital in helping to maintain
performance levels, as well as
keeping up the motivation to push that little bit harder in the
gym or while running on
the streets. Performing well in sport and exercising regularly is
also thought as ways
of boosting self-esteem (e.g. Fox, 2000). Other type of self-
concept that is as adaptive
in sport and exercise or more adaptive - Self-Compassion. It is
emerging as a healthy
conceptualization of the self (Neff, 2003a).
Unlike self-esteem, which is based on the degree to which we
evaluate ourselves as
competent in important areas of life (James, 1890), self-
compassion is not contingent on
self-evaluations, judgments, and comparisons to determine our
self-worth (Coopersmith,
1967; Harter, 1999). Instead, self-compassion will remain
constant through ever-changing
life circumstances. In exercise it could be a drop in motivation,
fatigue or physical pain.
Growing body of research suggests that self-compassion is
strongly associated
with psychological health. Higher levels of self-compassion
have been associated with
greater life satisfaction, emotional intelligence, social
connectedness, learning goals,
wisdom, personal initiative, curiosity, happiness, optimism, and
positive affect, as well
as less self-criticism, depression, anxiety, fear of failure,
thought suppression,

perfectionism, performance goals, and disordered eating
behaviors (Neff, 2009).
Research has found that self-compassion and self-esteem are
inter-correlated,
ranging from 0.57–0.59 using the Rosenberg scale (Leary et al.,
2007; Neff, 2003a; Neff
et al., 2008). This moderate association makes sense given that
self-compassion and
self-esteem both represent positive self-attitudes. Also, people
who lack self-compassion
are likely to have lowered feelings of self-worth because they
are so self-critical and
J. Psychosoc. Res.
68
hard on themselves. In contrast, those with high levels of self-
compassion are likely to
have heightened feelings of self-worth because they are kinder
and more accepting of
themselves (Neff, 2003a). There is also research evidence to
suggest that self-compassion
offers mental health benefits that self-esteem does not.
METHDOLOGY
Objectives of Study
The primary goal was to study the adolescent population who
tend to evaluate

themselves more in terms of body image, ideal self-image,
making them more prone
to the negative self-evaluation. Hence, it is vital to study how
there can be difference
in the self-esteem and self-compassion within adolescents with
and without any
involvement to gym exercise.
HYPOTHESIS
There is a difference in the Self Esteem scores obtained from
adolescents who are
actively involved in physical exercise through gym workout and
those who are having
a sedentary lifestyle.
There is a difference in the Self Compassion scores obtained
from adolescents
who are actively involved in physical exercise through gym
workout and those who
are having a sedentary lifestyle.
The Independent Variable was presence and absence of physical
exercise
manipulated at two levels-adolescents who were involved in
physical exercise and
those who had sedentary lifestyle.
The physical exercise was defined as adolescents who were
engaged in any form
of physical exercise by working out in gym from at least last six
months for at least 30
minutes per day and for at least 5 days week.
On the other hand sedentary lifestyle was defined as no
involvement in any form

of physical exercise with an intention to work out in physical
form in daily routine.
DEPENDENT VARIABLE
The total score obtained on the following:
Neff’s Self Compassion Scale.
Rosenberg’s Self Esteem Scale.
Design
Random groups design with one Independent Variable having
two levels. The two
groups consisted of the adolescents in the age range of 14- 19
years. One group consisted
Lifestyle
69
J. Psychosoc. Res.
of those who were engaged in the physical exercise through
involving themselves in
gym workout (n= 30). While the other group was those who had
sedentary lifestyle
(n= 30).
Sample Description

The questionnaire was given to the adolescents who were in the
age range of 14-19
years old. The sample consisted of adolescents who were
engaged in physical exercise
by going to gym from at least last six months for at least 30
minutes per day for at least
5 days week and those adolescents who had sedentary lifestyle,
where there was no
form of physical exercise in which they were involved. This was
analyzed by asking
open ended questions about their daily routine. After which, the
participants filled up
the given questionnaires.
Measures Used (tools)
Self-compassion was measured using the 26-item Self
Compassion Scale (SCS; Neff,
2003a). Responses are made on a 5-point scale ranging from 1
(almost never) to 5
(almost always). In this study, the subscale scores weren’t taken
into account.
Global self-esteem was measured using the 10-item Rosenberg
Self-Esteem Scale
(RSES; Rosenberg, 1965). Participants respond on a scale from
0 (strongly disagree) to
3 (strongly agree), with higher scores indicating higher self-
esteem. Composite scores
were created by summing the items after negative items were
reverse coded.
Data Analysis
The data was analyzed using SPSS package. Descriptive

statistics were derived from
the sample responses. The collected data was also analyzed for
the inferential statistics
in the form of t-test for random groups design with one
independent variable having
two levels.
RESULTS
The two hypotheses of the self-esteem and self-compassion
were compared in terms
of sedentary lifestyle and physical exercise group of
adolescents.
A total of 60 individuals participated in the research study. 30
participants were
from the group where adolescents who reported being actively
involved in physical
exercise through workout in gym since last six months for at
least 30 minutes per day
for at least 5 days week. On the other hand 30 participants were
adolescents who
reported having sedentary lifestyle.
J. Psychosoc. Res.
70
Table 1
Summary statistics for self-compassion and self-esteem of both
the groups

(Physical Exercise Group and Sedentary lifestyle group)
Groups N Mean Std. Std.
Deviation Error Mean
Self_Esteem
Physical Exercise Group 30 39.8333 7.55250 1.37889
Sedentary lifestyle group 30 36.8667 5.78782 1.05671
Self_Esteem
Physical Exercise Group 30 23.7667 4.03163 .73607
Sedentary lifestyle group 30 18.1667 5.42080 .98970
Table 1 puts a light on the Summary statistics for self-
compassion and self-esteem
of both the groups (Physical Exercise Group and Sedentary
lifestyle group). The mean
obtained for the self-compassion in the physical exercise and
sedentary lifestyle group
was 39.83 and 36.86, with Standard Deviation 7.55 and 5.78
respectively. The obtained
mean for the self-esteem in the physical exercise and sedentary
lifestyle group was
23.77 and 18.16 respectively. Whereas, the corresponding
Standard Deviation obtained
was 4.03 and 5.42.
The obtained data was analyzed for inferential statistics in order
to identify if
there was any significant difference between the obtained mean
scores from both the
group with reference to both the research hypothesis. A t-test
for random groups
design with one Independent Variable having two levels was

calculated.
Table 2
Inferential statistics table for self-compassion and self-esteem
of both the groups
(Physical Exercise Group and Sedentary lifestyle group)
Independent Samples Test
Levene’s Test for t-test for Equality of Means
Equality of
Variances
F Sig. t df Sig. (2- Mean Std. Error 95% Confidence
tailed) Differ- Differ- Interval of
ence ence the Difference
Lower Upper
Self- 4.282 .043 1.708 58 .093 2.96667 1.73723 -.51078
6.44411
Compassion
Self- 9.177 .004 4.540 58 .000 5.60000 1.23341 3.13106
8.06894
Esteem
Lifestyle
71

J. Psychosoc. Res.
As seen in Table 2, Inferential statistics table for self-
compassion and self-esteem
of both the groups (Physical Exercise Group and Sedentary
lifestyle group), the t-test
value obtained for the self-compassion group was 1.708 was
observed to be significant
at 0.05 level, two tailed with df 58 . Thus, the obtained findings
signify that the results
are statistically significant. On the other hand the t-test value
obtained for the variable
self-esteem was found to be 4.54 significant at 0.0005 level,
two tailed. Thus, the obtained
findings signify that the results are statistically significant. That
is, there is a significant
difference observed between the means of the two groups.
The obtained results have thus gathered evidence in support for
the research
hypothesis 1 which states that - There is a difference in the Self
Esteem scores obtained
from adolescents who are actively involved in physical exercise
through gym workout
and those who are having a sedentary lifestyle.
Also to mention that similar results are obtained for the
research hypothesis 2
which states that “There is a difference in the Self Compassion
scores obtained from
adolescents who are actively involved in physical exercise
through gym workout and
those who are having a sedentary lifestyle” can be accepted.
DISCUSSION

The primary goal was to study the adolescent population who
tend to evaluate
themselves more in terms of body image, ideal self-image,
making them more prone
to the negative self-evaluation. Hence, it is vital to study how
there can be difference
in the self-esteem and self-compassion within this population
with and without any
involvement to gym exercise. This study provides evidence that
self-esteem and self-
compassion is related to well-being in the exercise context.
Through the obtained results described in the previous section it
is clear that
both the hypothesis have got assembled support statistically.
These results suggest
much promise for the construct of self-esteem and self-
compassion as a way to promote
a healthy conceptualization of the self for adolescent exercisers.
The finding that self-
compassion and self-esteem was related to exercise related
behaviors should not be
surprising, given the links described earlier between the self-
compassion and self-
esteem literature.
Neff et al. (2005) suggested that because being self-
compassionate promotes a
greater sense of self-worth and less self-evaluation, feelings of
self-worth are fostered
that outlast situational difficulties.
Leary et al. (2007) showed that individuals high in self-
compassion were less
influenced by raters’ evaluation of disclosure of personal

information. This finding in
this study suggests that adolescent exercisers who are self-
compassionate might also
J. Psychosoc. Res.
72
be less influenced by others’ evaluations in group exercise
settings.
Having stated all these, it is also crucial to talk about self-
esteem and self-
compassion in relation to each other as concepts. Leary and
MacDonald (2003) spoke
specifically to the differences between self-esteem and self-
compassion by explaining
that self-esteem is based on believing that the self is valued by
others, while self-
compassion is based on positive feelings to care for oneself.
Those groups of adolescents who reported having low self-
esteem were those
who weren’t involved in any form of physical exercises. One of
the possible reason to
no involvement in physical activity might be due to the view
that the task (physical
exercise) is difficult which they may face challenging in
mastering it. Thus, no
involvement in physical can lead to low self-esteem or low self-
esteem itself has led to
no involvement in any form of physical exercises.

People who already have higher self-esteem for other reasons
may be more
motivated to exercise compared to those who have lower self-
esteem. Notably, while
some experiments have shown that the effect of exercise on
self-esteem is positive
(e.g., McAuley, Blissmer, Katula, Duncan, & Mihalko, 2000),
and others have shown
no effect (e.g., Walters & Martin, 2000)
From the evidence obtained in this study it is clear that physical
activity can be an
effective intervention to enhance self-esteem. However, not all
physical activity
interventions are effective and some may even be detrimental to
self-esteem. Therefore
it is important to consider the underlying mechanisms for how
and why physical activity
improves self-esteem. Further research is required to understand
the role of exercise
programme duration in the exercise and self-esteem
relationship.
It can be tentatively stated that one way to increase an
individual’s self-esteem
and self-compassion is through exercise. By increasing self-
compassion and esteem of
an individual, one would be more apt to engage in healthy
behaviors such as effectively
dealing with stress, managing their weight, complying with a
healthy diet, cessation
of smoking, and adhering to exercise.
For many people it is difficult to start a regular exercise
program because of

numerous factors such as perceived barriers, lack of support, or
low self-efficacy, financial
support, motivation, accessibility to gym, awareness about the
importance of physical
exercise. Before generalizing the results it is crucial to consider
these factors that can
hamper one’s intention to go for exercise regime.
Limitations
This study fails to give an impression if the relationship
between self-esteem and compassion
towards exercise related behaviors is bidirectional or not. The
generalizability of these
Lifestyle
73
J. Psychosoc. Res.
findings may be limited to areas with similar population
demographics.
Further research is needed to compare the effect of varying
exercise intensities
and durations on both the constructs. Also more studies are
necessary which examine
the effects of different types of exercises, i.e. aerobic exercise
vs. weight training, on
self-esteem and self-compassion.

The potential for social desirability exists. The gender
differences weren’t covered
in the study.
CONCLUSION
The study was conducted on adolescents who were engaged in
physical exercise
through gym and those who had sedentary lifestyle. The major
focus was to study the
impact of exercise related behaviors on the self-esteem and self-
compassion. The
obtained data states that both groups differed in their measured
self-esteem and
compassion. The self-esteem and compassion was higher in the
group of adolescents
who reported engaged in physical exercise through gym.
Implication of Research for Social Policy and Planning
In this era of exponential growth of the “metabolic syndrome”
and obesity, lifestyle
modifications could be a cost-effective way to improve health
and quality of life. An
essential component of lifestyle modification is exercise. This
study focused on how
exercise can be related to mental health in terms of the
psychological factors like self-
compassion and self-esteem. The results found in this study do
indicate that exercise
and sedentary lifestyles are related to self-esteem and
compassion and they can
essentially be considered as one of the proponent factors in
increasing the self-esteem
and self-compassion.

Researchers are still working out the details of that action: how
much exercise is
needed, what mechanisms are behind the boost exercise brings,
and why — despite all
the benefits of physical activity — it’s so hard to go for that
morning jog. But as
evidence piles up, the exercise-mental health connection is
becoming impossible to
ignore.
In sport and exercise, self-esteem is thought of as vital in
helping to maintain
performance levels, as well as keeping up the motivation to
push that little bit harder
in the gym or while running on the soggy streets on a winter’s
morning. Performing
well in sport and exercising regularly is also thought as ways of
boosting self-esteem
(e.g. Fox, 2000). Indeed, holding this assumption, as Mosewich
et al., (2011) noted,
there exists a body of research dedicated to identifying sport
environments and
instructional strategies to nurture positive self-esteem
(Patterson, 1999; Weiss, 1993).
There any other types of self-concept that are as adaptive in
sport and exercise, or
J. Psychosoc. Res.
74

possibly even more adaptive is Self-Compassion. Self-
compassion is emerging in the
literature as a healthy conceptualization of the self (Neff,
2003a).
Research on the link between self-compassion and age is mixed.
While one study
found that self-compassion had a small but significant
association with age (Neff &
Vonk, 2009), another study found that the self-compassion
levels of college students
were no higher than those of high-school students (Neff &
McGeehee, 2010). Still, this
issue needs to be explored further. It may be possible that
people become more self-
compassionate later in life, especially if they reach the stage of
integrity proposed by
Erikson (1968), which involves acceptance of the self.
Keeping all of the above mentioned things in mind, exercise
should be made
mandatory in hospital setups, health care units, and mental
health centers. Having a
regular exercise program, with the workshops and training
sessions on self-efficacy,
self-esteem and being compassionate towards self can help in
providing a beneficial
base to the wellbeing of the person.
REFERENCES
Aspinwall, L. G., and Taylor, S. E. (1993). Effects of social
comparison direction, threat, and self-
esteem on affect, self-evaluation, and expected success. Journal
of Personality and Social Psychology,
64, 708–722.

Brown, Heather M. (2007). Academic guidance counseling;
Health education
Marrika Tigemann and Samantha Williamson. (2000). The
Effect of Exercise on Body Satisfaction and Self-
Esteem as a Function of Gender and Age. 43(1):119-127.
McAuley E., Elavsky S., Motl RW, Konopack J.F., Hu L.,
Marquez D.X. (2005). Physical activity, self-
efficacy and self-esteem: Longitudinal relationships in older
adults. Journals of Gerontology:
Psychological Sciences. 60(5):268–275
Murat Iskender (2009). The Relationship between Self-
Compassion, Selfefficacy, and Control Belief
about Learning In Turkish University Students. Social Behavior
And Personality, 37(5), 711-720.
Society for Personality Research (Inc.).
Neff (2011). Self-Compassion, Self-Esteem, and Well-Being.
Social and Personality Psychology Compass
Neff, K. D. (2003a). Self-compassion: An alternative
conceptualization of a healthy attitude toward
oneself. Self and Identity, 2, 85–101. Neff, K. D. (2003b). The
development and validation of a scale to
measure self-compassion.
Neff, K. D. (2004). Self and Identity, Self-compassion and
psychological well-being. Constructivism in
the Human Sciences, 9, 27–37.

Lifestyle
75
J. Psychosoc. Res.
ABOUT THE AUTHORS
Meghna Basu Thakur, Assistant Professor — HOD Psychology,
R.D. National College, Off Linking
Road, Bandra (W)-400050.
Namrata Joshi, Assistant Professor — (CHB), R.D. National
College, Bandra (W).
Reproduced with permission of the copyright owner. Further
reproduction prohibited without
permission.

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