Body Image, Gender, and School Experience in Adolescence

<template name="bodyimage">
    <title>Body Image, Gender, and School Experience in Adolescence</title>
    <dataset id="4372">Health Behavior in School Aged Children (HBSC) 2001-2002</dataset>
    <dataset-id>4372</dataset-id>

    <discipline>Sociology</discipline>
    <discipline>Social Psychology</discipline>
    <subject>Sociology</subject>
    <subject>Social Psychology</subject>
    <subject>Body Image</subject>
    <subject>Reflected Appraisals</subject>
    <atype>Comparison of Correlations</atype>
    <guidetype>Exploratory</guidetype>
    <citation>Inter-university Consortium for Political and Social Research. Body Image, Gender, and
        School Experience in Adolescence: A Data-Driven Learning Guide. Ann Arbor, MI:
        Inter-university Consortium for Political and Social Research [distributor], 12-16-2011.
        Doi:10.3886/bodyimage</citation>

    <section id="a01">
        <title>Goal &amp; Concept</title>
        <p>
            <strong>Goal</strong>
        </p>
        <p>The goal of this exercise is to explore the ways in which adolescents' body image is
            related to attitudes and experiences in school. Particular attention will be paid to
            similarities and differences between boys and girls. Crosstabulations, comparison of
            correlations, and comparison of means will be used.</p>

        <p>
            <strong>Concept</strong>
        </p>
        <p>Body image is an individual's estimation of his/her own physical appearance, and it is
            closely linked to self-esteem.</p>
        <p>Adolescence is characterized by a period of physical, emotional, and psychological
            development. These rapid mental and bodily changes are associated with increased
            self-consciousness and awareness of the messages about what is valued in one's network
            of friends and in the larger society. American teenagers are bombarded with media images
            of beauty, illustrated by slender, flawless female models and muscular male athletes.
            Studies show that academic performance for females declines during adolescence and it
            has been suggested that this is tied to changing self-perceptions (especially lowered
            self-esteem) brought on by the physical and emotional changes occurring at the same
            time.</p>
        <p>A concept in social psychology that is very closely related to body image is that of
            reflected appraisals. This is the idea that an individual bases his or her self-concept
            on the reactions he or she perceives from others during social interaction. In fact, it
            is the perceived reactions, rather than others' actual thoughts, that have been shown to
            be most important in the formation of self-concept. Imagine the power that the combined
            effect of the media and the desire to fit in has on how teens think about their
            bodies!</p>

        <p>Examples of research questions about adolescent body image:</p>

        <ul>
            <li>Do boys have more positive views of their bodies than girls?</li>
            <li>What factors have the strongest influence on one's body image?</li>
            <li>How accurate are adolescents' perceptions of their body size?</li>
            <li>Are overweight/obese teens more likely to be bullied at school than other
                teens?</li>
            <li>How is body image related to school achievement?</li>
        </ul>
    </section>


    <section id="a02">
        <title>Dataset</title>
        <p>Data for this exercise come from <a href="http://dx.doi.org/10.3886/ICPSR04372.v2">Health
                Behavior in School Aged Children (HBSC) 2001-2002</a>. The HBSC study has two main
            objectives. The first objective is to monitor health-risk behaviors and attitudes in
            youth over time to provide background data and to identify targets for health promotion
            initiatives. The second objective is to provide researchers with relevant information in
            order to understand and explain the development of health attitudes and behaviors
            through early adolescence. The study contains questions about the person's health and
            other health behaviors. Some of these topics include eating habits, body image, health
            problems, family make-up, personal injuries, bullying, fighting and bringing weapons to
            school, and substance use. A school administrator and the lead health education teacher
            also completed individual surveys concerning school programs and policies that affect
            students' health and the content of various health courses.</p>
        <p>The HBSC is representative of public and private school students in grades 6 through 10
            in the 50 states and the District of Columbia. Very small schools (enrollment of less
            than 14) are not represented.</p>

    </section>


    <section id="a03">
        <title>Variables</title>
        <p>This exercise will use the following variables:</p>
        <ul>
            <li>Respondent assessment of his/her looks (Q32)</li>
            <li>Respondent assessment of his/her body (Q33)</li>
            <li>Computed Body Mass Index (BMI_COMP)</li>
            <li>Gender (Q1)</li>
            <li>Academic achievement (Q60)</li>
            <li>Liking school (Q61)</li>
            <li>Accepted by other students (Q62G)</li>
        </ul>

        <p>For ease of interpretation, recoding variables is sometimes necessary or helpful. (Note:
            the online analysis package used here requires recoding variables for the sole reason of
            modifying or adding labels.) The following variables were recoded:</p>
        <ul>
            <li>Q33 asks respondents about their perceptions of their body size. Answers range from
                "much too thin" (1) to "much too fat" (5). In order to compare perceptions of body
                size to measures of actual BMI, we recoded variable Q33 into four categories: "too
                thin"(1); "about right"(2); "a bit too fat"(3); and "much too fat"(4). These
                categories more closely align with BMI classifications. We called the new variable
                "BODYSIZE."</li>
            <li>Teens were asked (Q32) to rate their own appearance on a scale from "very good
                looking" (1) to "not at all good looking" (5). We recoded the variable so that a
                higher score represents a higher opinion of one's looks and called the new variable
                "LOOKGOOD."</li>
            <li>Students were asked, "How do you feel about school at the present?" (Q61) Answer
                choices ranged from "like it a lot" (1) to "don't like it at all" (4). We recoded
                Q61 so that higher values indicate liking school (4 = "like a lot"). Missing cases
                were dropped. The new variable is called "LIKESCHOOL4."</li>
            <li>Students were asked (Q60), "in your opinion, what does your class teacher(s) think
                about your school performance compared to your classmates?" Answers ranged from
                "very good" (1) to "below average" (4). We recoded Q60 so that higher values
                indicate higher school achievement (4="very good"). Missing cases were dropped. The
                new variable is called "ACHIEVE."</li>
            <li>Students were asked (Q62G) how much they agree or disagree with the following
                statement: "other students accept me as I am." Answer choices ranged from "strongly
                agree"(1) to "strongly disagree"(5). We recoded Q62G so that higher values indicate
                higher levels of social acceptance (5="strongly agree"). The new variable is called
                "ACCEPTED5."</li>
        </ul>

    </section>


    <section id="a04">
        <title>Application</title>
        <p>In this exercise, we will explore the ways in which adolescents' body image is related to
            experiences in school, paying particular attention to differences between boys and
            girls. In addition to body image, the measures of experiences in school used here are
            other examples of reflected appraisals.</p>

        <p>
            <strong>Body Image</strong>
        </p>
        <p>In this dataset, body image is measured by two variables. In the variable LOOKGOOD (based
            on Q32), teens are asked to rate their own looks on a scale from 1 ("not at all good
            looking") to 5 ("very good looking"). In Q33, teens are asked to give their perception
            of their body size. Answers range from "much too thin" (1) to "much too fat" (5).</p>
        <p>First look at the relationship between body image and gender as measured by the crosstabs
            of <sda-link url="/cgi-bin/bob-ia/olcsda?resc_id=19315&amp;ddlg=bodyimage">LOOKGOOD by
                Q1</sda-link> and <sda-link
                url="/cgi-bin/bob-ia/olcsda?resc_id=19316&amp;ddlg=bodyimage">Q33 by Q1</sda-link>.
            Do boys and girls rank their looks differently? How about body size? What percentage of
            boys and girls say they are "a bit too fat?" What percentage of boys and girls say they
            are "a bit too thin?"</p>
        <p>How closely do adolescents' perceptions of body size match their actual size? Let's run a
            comparison of correlations, computing the correlation coefficients for <sda-link
                url="/cgi-bin/bob-ia/olcsda?resc_id=19317&amp;ddlg=bodyimage">BODYSIZE and
                BMI_COMP</sda-link> separately for boys and girls. Does there appear to be a gender
            difference in accuracy of body size perceptions?</p>
        <p>How closely linked are perceptions of body size and looks? Look at the comparison of
            correlations of <sda-link url="/cgi-bin/bob-ia/olcsda?resc_id=19318&amp;ddlg=bodyimage"
                >Q33 and LOOKGOOD</sda-link>, which shows the correlation coefficients for
            self-perceived body size and looks separately for boys and girls. How would you
            interpret the results?</p>

        <p>
            <strong>Liking School</strong>
        </p>
        <p>Consider the relationship between body image (LOOKGOOD) and feelings about school
            (LIKESCHOOL4). Answer choices ranged from "don't like it at all" (1) to "like a lot"
            (4). According to the results of the comparison of means of <sda-link
                url="/cgi-bin/bob-ia/olcsda?resc_id=19319&amp;ddlg=bodyimage"> LIKESCHOOL4 by
                LOOKGOOD </sda-link>, does attitude toward school differ by self-rated looks?</p>
        <p>Now look at <sda-link url="/cgi-bin/bob-ia/olcsda?resc_id=19320&amp;ddlg=bodyimage"
                >school attitude by body size</sda-link>. Do students who believe they are too fat
            or too thin like school less than those who think their weight is "about right"?</p>
        <p>Let's look at another comparison of means, this time with <sda-link
                url="/cgi-bin/bob-ia/olcsda?resc_id=19321&amp;ddlg=bodyimage">with gender (Q1) as
                the column variable</sda-link>. Do boys and girls feel the same way about school? Is
            the relationship between perceived body size and school attitude the same for boys and
            girls?</p>

        <p>
            <strong>Academic Achievement</strong>
        </p>
        <p>Next we will analyze the relationship between body image and perceptions of academic
            achievement. Students were asked, "in your opinion, what does your class teacher(s)
            think about your school performance compared to your classmates?" (ACHIEVE) Answers
            ranged from "below average" (1) to "very good" (4). This question brings both reflected
            appraisals (what the student believes the teacher thinks about him/her) and social
            comparison ("compared to your classmates") to the front of students' minds.</p>
        <p>Examine the results of the comparison of means of <sda-link
                url="/cgi-bin/bob-ia/olcsda?resc_id=19322&amp;ddlg=bodyimage">ACHIEVE by
                LOOKGOOD</sda-link>. How is school achievement related to students' feelings about
            their looks?</p>
        <p>Now look at <sda-link url="/cgi-bin/bob-ia/olcsda?resc_id=19323&amp;ddlg=bodyimage">
                school achievement by perception of body size</sda-link>, separately for boys and
            girls. What do you find? Is the relationship between achievement and body image
            different for boys and girls?</p>

        <p>
            <strong>Social Acceptance</strong>
        </p>
        <p>Finally, think about the relationship between <sda-link
                url="/cgi-bin/bob-ia/olcsda?resc_id=19324&amp;ddlg=bodyimage">body image (LOOKGOOD)
                and social acceptance (ACCEPTED5)</sda-link>. Is there a relationship between
            feelings of social acceptance and perceived looks?</p>
        <p>Now look at the comparison of means of <sda-link
                url="/cgi-bin/bob-ia/olcsda?resc_id=19325&amp;ddlg=bodyimage">ACCEPTED5 by
                Q33</sda-link>, separately for boys and girls. What is the relationship between
            perceptions of body size and social acceptance? Is there a gender difference in the
            relationship?</p>
    </section>

    <section id="a05">
        <title>Interpretation &amp; Summary</title>
        <p>Think about your answers to the application questions before you click through to the
            interpretation guide for help in answering them. Make sure you provided evidence for
            your answers.</p>
        <questions>
            <ul>
            <li>Do boys and girls rank their looks differently? How about body size? What percentage
                of boys and girls say they are "a bit too fat?" What percentage of boys and girls
                say they are "a bit too thin?"</li>

            <li>How closely do adolescents' perceptions of body size match their actual size? Does
                there appear to be a gender difference in accuracy of body size perceptions?</li>

            <li>How closely linked are perceptions of body size and looks? How would you interpret
                the results?</li>

            <li>Does the mean attitude toward school differ by self-rated looks?</li>

            <li>Do students who believe they are too fat or too thin like school less than those who
                feel their weight is "about right"?</li>

            <li>Do boys and girls feel the same way about school? Is the relationship between body
                size and mean school attitude the same for boys and girls?</li>

            <li>How is school achievement related to students' feelings about their looks? Is the
                relationship between achievement and body image the different for boys and
                girls?</li>

            <li>Is there a relationship between feelings of social acceptance and perceived
                looks?</li>

            <li>What is the relationship between perceptions of body size and social acceptance? Is
                there a gender difference in the relationship?</li>
            </ul>
        </questions>

        <answers>
            <p>Things to think about in interpreting the results:</p>
            <ul>
            <li>The numbers in each cell of the crosstabulation tables show the percentage of the
                people who fall into the overlapping categories, followed by the actual number of
                people that represents in this sample. The coloring in the tables demonstrates how
                the observed numbers in each cell compares to the expected number if there were no
                association between the two variables. The accompanying bar charts display the
                patterns visually as well.</li>
            <li>A correlation is a measure of the strength of association between two variables.
                Correlations are expressed on a scale from -1.0 to +1.0. Correlation coefficients
                closer to zero indicate a weak relationship between variables, while correlations
                close to positive or negative one indicate a strong relationship. A positive
                correlation means that as values of one variable increase, values of the second
                variable increase as well (or, conversely, as values of one variable decrease,
                values of the second variable decrease). A negative correlation indicates that as
                values of one variable increase, values of the second variable decrease. A
                comparison of correlations presents the correlation coefficients calculated
                separately for each category of the row variable. In this case, coefficients are
                calculated separately for boys and girls.</li>
            <li>In the comparison of means tables, the top number in each cell represents the mean of
                the dependent variable for each category of the independent variable(s) and the
                bottom number is the actual number of people in that category in the sample.</li>
            <li>Weights (mathematical formulas) are often used to adjust the sample proportions,
                usually by race, sex, or age, to more closely match those of the general population.
                The weight "STU_WT" was used throughout this guide.</li>
            </ul>

            <p>Reading the results:</p>
            <ul>
            <li>Boys and girls share about the same perceptions of their looks. 43% of boys and 44%
                of girls rate their looks as "about average." This is not the case with perceptions
                of body size, however. A larger percentage of girls than boys rated themselves as "a
                bit too fat" (32% of girls versus 24% of boys), while a larger percentage of boys
                than girls rated themselves as "a bit too thin" (13% of boys versus 8% of
                girls).</li>

            <li>The comparison of correlations indicates a relatively strong, positive relationship
                between perception of body size and actual BMI. Interestingly, boys appear to have
                more "accurate" perceptions of body size than girls. The correlation coefficient of
                +.52 for boys, compared to +.43 for girls, indicates that the relationship between
                perception of body size and actual BMI is fairly strong for both sexes but is
                slightly stronger for boys. This is perhaps expected because of the heavier emphasis
                on certain body types/sizes for girls than for adolescent boys.</li>

            <li>Perceptions of body size and looks are only somewhat related. The correlation
                coefficients for both boys and girls are under +.30 suggesting that the association
                is quite weak. However, the coefficient is positive as predicted and it appears
                perceptions of body size and looks are more closely linked for girls (+.27) than for
                boys (+.17).</li>

            <li>Students who perceive themselves to be "quite good looking" score an average of 2.90
                on the scale measuring how much they like school (remember, 4 equals "like school a
                lot"). In contrast, students who see themselves as "not at all good looking" have an
                average score of 2.21, reflecting a less favorable attitude toward school.</li>

            <li>Students who believe they are "about the right size" have, on average, a more
                positive attitude toward school than students who believe they are either too fat or
                too thin. Girls have more positive attitudes toward school than boys at all body
                sizes. Interestingly, among girls, those who say they are "a bit too thin" have the
                most positive attitude toward school of students of any body size.</li>

            <li>Students with high opinions of their looks have higher perceptions of school
                achievement than students with lower opinions of their looks. Among students who
                said they are "very" or "quite" good looking, the mean school achievement score was
                2.99 (on a scale of 1 to 4), compared to a score of 2.38 for students who said they
                were "not at all good looking." Keep in mind that school achievement is measured by
                students' perceptions of their teachers' opinions. Students' answers may or may not
                be good approximations of their actual school achievement.</li>

            <li>Overall, girls have higher mean achievement scores than boys (2.92 versus 2.75). For
                boys, the "about the right size" group had the highest achievement scores. For
                girls, the "a bit too thin" group was highest, though it was very closely followed
                by those who feel "about the right size."</li>

            <li>Students who believe they are "very good looking" have a mean feeling of social
                acceptance of 4.17, compared to a mean of 2.7 for students who believe they are "not
                at all good looking." Remember, a score of 5 indicates that students "strongly
                agree" that others accept them for who they are. On average, feeling that other
                students accept the individual declined as self-reported looks became more
                negative.</li>

            <li>For both boys and girls, those who think of themselves as "about the right size" have
                the highest social acceptance compared to students who think they are too fat or too
                thin. For girls, however, those who think of themselves as "a bit too thin" had
                nearly as high social acceptance as those who were "about the right size." In
                general, girls had higher perceptions of social acceptance than boys in every body
                size category. This suggests that while we tend to think girls are more affected by
                messages about beauty and being thin, boys are affected at some level as well.</li>

            <li>Given the results discussed above, it is worth noting that, when it comes to
                self-perceptions of appearance and the ways in which those can affect achievement,
                feeling accepted, etc., the relationships may be slightly stronger for girls than
                for boys, but in general the patterns are the same. In this case girls and boys may
                be more similar than they are different.</li>
        </ul>


            <p>
                <strong>Summary</strong>
            </p>

            <p>The goal of this exercise was to explore the ways in which adolescents' body image is
                related to experiences in school and how this relationship might differ for boys and
                girls. Body image and perceptions of social acceptance, and perceptions of teachers'
                assessments are all examples of reflected appraisals, beliefs about oneself based on
                what the individual perceives others think of him or her. Taken together, the
                results show that while boys and girls have similar perceptions of their looks,
                girls were more likely than boys to consider themselves "too fat" and boys were more
                likely than girls to consider themselves "too thin." Perceptions of looks and body
                size appear to be related to a variety of school experiences, including attitudes
                toward school, school achievement, and social acceptance. This demonstrates the
                power of reflected appraisals or self-evaluations based on how one thinks others
                perceive him. In many cases, these relationships are different for girls than for
                boys. It is important to note, however, that we cannot say that body image causes
                these outcomes. It is very likely that causation runs in both directions between
                body image and school outcomes. In addition, there are certainly other variables we
                have not considered that are affecting both body image and school outcomes. For
                example, future research might look at overall self-esteem, parental involvement in
                students' lives, or characteristics of students' peer groups to see whether any of
                these affect either body image or school outcomes.</p>
        </answers>
    </section>

    <section id="a06">
        <title>Bibliography</title>
        <id>319</id>
    </section>

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