中国学校卫生2024，Vol.45Issue(8) ：1091-1095.DOI:10.16835/j.cnki.1000-9817.2024244

初中生攻击行为体育锻炼和学习成绩关联的交叉滞后分析

Cross-lagged model analysis of the relationship between physical exercise,academic performance,and aggressive behavior in junior high school students

徐久阳 朱峣 朱昊 陈卫国 刘艺 朱风书
中国学校卫生2024，Vol.45Issue(8) ：1091-1095.DOI:10.16835/j.cnki.1000-9817.2024244
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  • 维普
  • 万方数据

初中生攻击行为体育锻炼和学习成绩关联的交叉滞后分析

Cross-lagged model analysis of the relationship between physical exercise,academic performance,and aggressive behavior in junior high school students

徐久阳 1朱峣 1朱昊 2陈卫国 3刘艺 4朱风书5
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作者信息

  • 1. 南京邮电大学通达学院商学院,江苏扬州 225127
  • 2. 上海体育大学心理学院
  • 3. 宁波工程学院体育教学部
  • 4. 江苏财经职业技术学院
  • 5. 扬州大学体育学院
  • 折叠

摘要

目的 探究初中生青少年攻击行为、体育锻炼和学习成绩间的因果关系,为制定科学运动方案提供参考依据.方法 采用纵向追踪研究方法,2021年6月-2022年6月在为期12个月的研究计划中,使用Buss-Perry攻击问卷(BPAQ)、青少年体力活动问卷(PAQ-A)和考试成绩作为测量工具,对江苏省2个市502名初中生进行3次追踪测量(T1:2021年6月,T2:2021年12月,T3:2022年6月),构建交叉滞后模型.结果 T1体育锻炼正向影响T2学习成绩(β=0.22)、负向影响T2攻击行为(β=-0.13),T1攻击行为负向影响T2学习成绩(β=-0.23),T1学习成绩负向影响T2攻击行为(β=-0.09).T2体育锻炼负向影响T3攻击行为(β=-0.05)、正向影响T3学习成绩(β=0.19),T2攻击行为负向影响T3学习成绩(β=-0.08),T2学习成绩负向影响T3攻击行为(β=-0.06)(P值均＜0.05).初中生攻击行为、体育锻炼和学习成绩的交叉滞后模型结果显示,x2/df=8.80,CFI=0.96,NFI=0.95,RFI=0.87,IFI=0.96,TLI=0.88,RMSEA=0.12,模型拟合良好.多组结构方程模型结果显示,各模型与基线模型(CFI=0.95,TLI=0.86,RMSEA=0.10,90％CI=0.08～0.11,P＜0.01)在性别上差异无统计学意义(△CFI＜0.05,P＞0.05).结论 初中生体育锻炼负向预测攻击行为、正向预测学习成绩,初中生学习成绩和攻击行为相互负向影响.应制定科学运动方案,减少攻击行为,有效提升青少年学习成绩.

Abstract

Objective To investigate the causal relationship between junior high school students aggressive behavior,physical exercise and academic performance,so as to provide a reference basis for the development of scientific exercise programs.Methods A longitudinal follow-up study was conducted on 502 junior high school students over a 12-month period from June 2021 to June 2022 using the Buss-Perry Aggressive Questionnaire(BPAQ),Physical Activity Questionnaire for Adolescents(PAQ-A),and test scores as the measurement tools(T1:June 2021,T2:December 2021,T3:June 2022),and a cross-lagged model was constructed to measure the relationship between aggression,physical activity and academic performance.Results At T1,physical exercise had a positive effect on academic performance at T2(β=0.22)and a negative effect on aggressive behavior at T2(β=-0.13),aggressive behavior negatively affected academic performance at T2(β=-0.23),and academic performance had a negative effect on aggressive behavior at T2(β=-0.09).Physical exercise at T2 had a negative effect on aggressive behavior at T3(β=-0.05)and a positive effect on academic performance at T3(β=0.19).Aggressive behavior at T2 negatively influenced academic performance at T3(β=-0.08).Academic performance at T2 negatively influenced aggressive behavior at T3(β=-0.06)(P＜0.05).The results of cross-lagged modeling of junior high school students aggressive behavior,physical exercise and academic performance showed that the model was well fitted(x2/df=8.80,CFI=0.96,NFI=0.95,RFI=0.87,IFI=0.96,TLI=0.88,RMSEA=0.12).The results of multi-group structural equation modeling showed that the differences between the models and the baseline model(CFI=0.95,TU=0.86,RMSEA=0.10,90％CI=0.08-0.11,P＜0.01)were not statistically significant in terms of gender(△CFI＜0.05,P＞0.05).Conclusions Physical exercise negatively predictes aggressive behavior and positively predictes academic performance,and aca-demic performance and aggressive behavior negatively affect each other.A scientific exercise program should be developed to reduce aggression and effectively improve adolescents'academic performance.

关键词

攻击/身体锻炼/学习/精神卫生/学生

Key words

Aggression/Exercise movement techniques/Learning/Mental health/Students

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基金项目

国家社会科学基金项目(20BTY118)

江苏高校哲学社会科学研究项目(2023SJYB2099)

出版年

2024
中国学校卫生
中华预防医学会

中国学校卫生

CSTPCD北大核心
影响因子：1.423
ISSN：1000-9817
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