情绪调节自我效能与大学生锻炼坚持性关联的纵向研究

张文; 胡昶; 黄文英; 宋超

doi:10.16835/j.cnki.1000-9817.2024278

情绪调节自我效能与大学生锻炼坚持性关联的纵向研究

doi: 10.16835/j.cnki.1000-9817.2024278

张文¹,
胡昶¹,
黄文英^1, ,,
宋超²

1.
江西师范大学体育学院, 南昌 330022
2.
天津师范大学体育科学学院

基金项目:

2020年度教育部人文社会科学研究青年基金项目 20YJC890020

详细信息

作者简介:
张文(1984-), 女, 江西赣州人, 在读博士, 副教授, 主要研究方向为运动心理与健康

通讯作者:
黄文英，E-mail: wenying@jxnu.edu.cn

利益冲突声明 所有作者声明无利益冲突。
中图分类号: R179 G806 B844.2
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- 被引次数: 0
出版历程
- 收稿日期: 2024-04-26
- 修回日期: 2024-07-10
- 网络出版日期: 2024-10-08
- 刊出日期: 2024-09-25

Longitudinal study on regulatory emotional self-efficacy and exercise presistence among college students

1.
School of Physical Education, Jiangxi Normal University, Nanchang (330022), Jiangxi Province, China

摘要

摘要: 目的探讨情绪调节自我效能与大学生锻炼坚持性的纵向关系, 为促进大学生锻炼行为提供参考。方法采取整群随机抽样法, 从江西、湖南、贵州、云南、广东、安徽、福建省各选取1所本科院校, 共抽取2 576名大学生作为研究对象。借助问卷星平台给大学生发放情绪调节自我效能量表和锻炼坚持性量表, 先后于2023年9月(T1)、2023年12月(T2)和2024年3月(T3)完成3次问卷调查, 运用交叉滞后分析探讨情绪调节自我效能与大学生锻炼坚持性的关系。结果重复测量方差分析显示, 情绪调节自我效能在时间和性别的主效应有统计学意义(F=102.15, η²=0.07;F=34.80, η²=0.01), 且时间和性别、时间和学段的交互效应均有统计学意义(F=3.81, η²=0.00;F=25.54, η²=0.02)(P值均 < 0.05);锻炼坚持性在时间的主效应有统计学意义(F=111.28, η²=0.05), 且时间和学段交互效应有统计学意义(F=27.13, η²=0.02)(P值均 < 0.01)。交叉滞后分析表明, T1情绪调节自我效能正向预测T2锻炼坚持性(β=0.068), T2情绪调节自我效能正向预测T3锻炼坚持性(β=0.368);前测锻炼坚持性正向预测后测锻炼坚持性, 路径系数分别为0.298和0.240(P值均 < 0.01)。T1锻炼坚持性负向预测T2情绪调节自我效能(β=-0.068), T2锻炼坚持性正向预测T3情绪调节自我效能(β=0.061);前测情绪调节自我效能正向预测后测情绪调节自我效能, 路径系数分别为0.271和0.639(P值均 < 0.01)。结论情绪调节自我效能与大学生锻炼坚持性之间存在纵向因果关系。在日常体育活动中, 应重视情绪因素在体育实践活动中发挥的作用, 促进大学生锻炼行为的培养。
- 情绪 /
- 自我 /
- 身体锻炼 /
- 精神卫生 /
- 学生
Abstract: Objective To explore the longitudinal relationship between regulatory emotional self-efficacy and the persistence of exercise, so as to provide a reference for promoting the development of exercise habits among college students. Methods Using a cluster random sampling method, one undergraduate institution was selected from each of Jiangxi, Hunan, Guizhou, Yunnan, Guangdong, Anhui, and Fujian provinces.A total of 2 576 college students were recruited.The Regulatory Emotional Self-efficacy Scale and Exercise Persistence Scale were distributed to college students through the questionnaire star platform.Three rounds of questionnaire surveys were completed in September 2023(T1), December 2023(T2), and March 2024(T3).Cross-lagged analysis was employed to explore the relationship between regulatory emotional self-efficacy and the persistence of college students'exercise. Results Repeated measures analysis of variance indicated that the main effects of regulatory emotional self-efficacy on time and gender were statistically significant (F=102.15, η²=0.07;F=34.80, η²=0.01), and the interaction effects between time and gender, as well as between time and academic stage, were also statistically significant (F=3.81, η²=0.00;F=25.54, η²=0.02)(P < 0.05).The main effect of exercise persistence on time was statistically significant (F=111.28, η²=0.05) and the interaction effect between time and academic stage was statistically significant (F=27.13, η²=0.02)(P < 0.01).Cross-lagged analysis revealed that regulatory emotional self-efficacy at T1 positively predicted exercise persistence at T2(β=0.068), and regulatory emotional self-efficacy at T2 positively predicted exercise persistence at T3(β=0.368)(P < 0.01).Prior exercise persistence positively predicted subsequent exercise persistence, with path coefficients of 0.298 and 0.240(P < 0.01).Exercise persistence at T1 negatively predicted regulatory emotional self-efficacy at T2(β=-0.068), and exercise persistence at T2 positively predicted regulatory emotional self-efficacy at T3(β=0.061)(P < 0.01).Prior regulatory emotional self-efficacy positively predicted subsequent regulatory emotional self-efficacy, with path coefficients of 0.271 and 0.639(P < 0.01). Conclusions There is a longitudinal causal relationship between regulatory emotional self-efficacy and college students'exercise persistence.In daily physical activities, the significant role of emotional factors in sports practices should be emphasized to promote exercise behaviors among college students.
- Emotions /
- Ego /
- Exercise movement techniques /
- Mental health /
- Students
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图 1 大学生情绪调节自我效能与锻炼坚持性的交叉滞后模型

Figure 1. Cross-lagged model of regulatory emotional self-efficacy and exercise adherence among college students

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表 1 不同组别大学生情绪调节自我效能与锻炼坚持性量表得分(x±s)

Table 1. Scale scores of regulation emotional self-efficacy and exercise adherence among different groups of college students(x±s)

组别	选项	人数	情绪调节自我效能			锻炼坚持性
组别	选项	人数	T1	T2	T3	T1	T2	T3
性别	男	1 087	3.47±1.04	3.66±0.78	3.78±0.74	3.07±0.73	3.25±0.86	3.40±0.89
	女	1 489	3.38±0.97	3.41±0.88	3.59±0.81	3.09±0.69	3.18±0.83	3.31±0.88
学段	本科生	1 896	3.47±0.96	3.47±0.86	3.62±0.80	3.12±0.70	3.21±0.85	3.29±0.88
	研究生	680	3.29±1.11	3.65±0.79	3.81±0.72	2.98±0.73	3.21±0.83	3.52±0.88
注：以上得分为各量表总均分。

下载: 导出CSV

表 2 大学生情绪调节自我效能与锻炼坚持性的相关性分析(r值，n=2 576)

Table 2. Correlation analysis between regulatory emotional self-efficacy and exercise adherence among college students(r, n=2 576)

变量	情绪调节自我效能(T1)	情绪调节自我效能(T2)	情绪调节自我效能(T3)	锻炼坚持性(T1)	锻炼坚持性(T2)
情绪调节自我效能(T2)	0.28^**
情绪调节自我效能(T3)	0.17^**	0.65^**
锻炼坚持性(T1)	0.50^**	0.07^**	0.05^*
锻炼坚持性(T2)	0.22^**	0.19^**	0.18^**	0.33^**
锻炼坚持性(T3)	0.02	0.41^**	0.40^**	0.05^*	0.31^**
注： ^P < 0.05，^*P < 0.01。

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