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

徐久阳; 朱峣; 朱昊; 陈卫国; 刘艺; 朱风书

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

doi: 10.16835/j.cnki.1000-9817.2024244

徐久阳¹,
朱峣¹,
朱昊²,
陈卫国³,
刘艺⁴,
朱风书^5, ,

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

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

详细信息

作者简介:
徐久阳(1996-)，男，江苏扬州人，硕士，助教，主要研究方向为运动心理学

通讯作者:
朱风书，E-mail：fszhu@yzu.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 C913.5 G806 G479
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- 被引次数: 0
出版历程
- 收稿日期: 2024-03-05
- 修回日期: 2024-06-18
- 网络出版日期: 2024-08-31
- 刊出日期: 2024-08-25

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

1.
School of Business, Tongda College of Nanjing University of Posts and Telecommunications, Yangzhou (225127), Jiangsu Province, China

摘要

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，χ²/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。
- 攻击 /
- 身体锻炼 /
- 学习 /
- 精神卫生 /
- 学生
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 (χ²/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, TLI=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 academic performance and aggressive behavior negatively affect each other. A scientific exercise program should be developed to reduce aggression and effectively improve adolescents' academic performance.
- Aggression /
- Exercise movement techniques /
- Learning /
- Mental health /
- Students
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

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图 1 初中生攻击行为、体育锻炼和学习成绩交叉滞后模型

Figure 1. Cross-lag models of aggressive behavior, physical exer- cise, and academic performance among junior high school students

下载: 全尺寸图片幻灯片

表 1 初中生攻击行为、体育锻炼和学习成绩的相关性分析(r值，n=502)

Table 1. The correlation between aggressive behavior, physical exercise, and academic performance among junior high school students(r, n=502)

变量	攻击性行为			学习成绩			体育锻炼
变量	T1	T2	T3	T1	T2	T3	T1	T2
T2攻击性行为	0.69
T3攻击性行为	0.68	0.86
T1学习成绩	-0.21	-0.24	-0.22
T2学习成绩	-0.40	-0.38	-0.39	0.49
T3学习成绩	-0.32	-0.33	-0.32	0.35	0.62
T1体育锻炼	-0.40	-0.39	-0.41	0.16	0.37	0.39
T2体育锻炼	-0.32	-0.31	-0.33	0.15	0.38	0.41	0.85
T3体育锻炼	-0.21	-0.29	-0.25	0.16	0.29	0.47	0.73	0.80
注：P值均＜0.01。

下载: 导出CSV

表 2 初中生攻击行为、体育锻炼和学习成绩的交叉滞后模型测量一致性检验(n=502)

Table 2. Cross-lag model measurement consistency test for aggressive behavior, physical exercise, and academic performance among junior high school students(n=502)

组别	模型	攻击行为						体育锻炼						学习成绩
组别	模型	χ²值	df值	P值	RMSEA值	TLI值	CFI值	χ²值	df值	P值	RMSEA值	TLI值	CFI值	χ²值	df值	P值	RMSEA值	TLI值	CFI值
年龄	模型1	97.33	29	＜0.01	0.07	0.97	0.94	94.11	29	＜0.01	0.07	0.97	0.90	63.36	29	＜0.01	0.05	0.92	0.92
	模型2	97.54	31	＜0.01	0.07	0.97	0.94	98.44	31	＜0.01	0.07	0.97	0.94	71.86	31	＜0.01	0.05	0.91	0.90
	模型3	97.95	33	＜0.01	0.06	0.97	0.94	100.35	33	＜0.01	0.06	0.97	0.94	74.96	33	＜0.01	0.05	0.91	0.90
性别	模型1	34.86	2	＜0.01	0.18	0.91	0.97	12.49	2	＜0.01	0.10	0.97	0.99	5.12	2	0.08	0.06	0.95	0.99
	模型2	35.59	4	＜0.01	0.13	0.95	0.97	15.37	4	＜0.01	0.08	0.99	0.99	7.69	4	0.10	0.04	0.97	0.99
	模型3	35.99	6	＜0.01	0.10	0.97	0.97	16.78	6	＜0.05	0.06	0.99	0.99	9.72	6	0.14	0.04	0.98	0.99
注：模型1为基线等值模型；模型2为载荷等值模型；模型3为截距等值模型。

下载: 导出CSV

表 3 初中生攻击行为、体育锻炼和学习成绩交叉滞后模型多群组分析拟合度比较(n=502)

Table 3. Comparison of fitting degree of cross lagged models of aggressive behavior, physical exercise, and academic performance among junior high school students in multi group analysis(n=502)

模型	CMIN值	df值	P值	CMIN/DF值	NFI值	RFI值	IFI值	TLI值	CFI值	RMSEA值(95%CI)
M0	178.23	32	＜0.01	5.57	0.94	0.83	0.95	0.86	0.95	0.10(0.08~0.11)
M1	191.22	52	＜0.01	3.68	0.94	0.89	0.95	0.92	0.95	0.07(0.06~0.08)
M2	206.94	60	＜0.01	3.45	0.93	0.90	0.95	0.92	0.95	0.07(0.06~0.08)
M3	209.43	62	＜0.01	3.38	0.93	0.90	0.95	0.93	0.95	0.07(0.06~0.08)
M4	248.77	70	＜0.01	3.55	0.92	0.89	0.94	0.92	0.94	0.07(0.06~0.08)
注：M0为基线模型；M1为男女交叉滞后路径模型；M2为男女结构截距模型；M3为男女结构协方差模型；M4为男女结构残差模型。

下载: 导出CSV

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