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

XU Jiuyang; ZHU Yao; ZHU Hao; CHEN Weiguo; LIU Yi; ZHU Fengshu

doi:10.16835/j.cnki.1000-9817.2024244

Volume 45 Issue 8

Aug. 2024

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XU Jiuyang, ZHU Yao, ZHU Hao, CHEN Weiguo, LIU Yi, ZHU Fengshu. Cross-lagged model analysis of the relationship between physical exercise, academic performance, and aggressive behavior in junior high school students[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2024, 45(8): 1091-1095. doi: 10.16835/j.cnki.1000-9817.2024244

Citation:

XU Jiuyang, ZHU Yao, ZHU Hao, CHEN Weiguo, LIU Yi, ZHU Fengshu. Cross-lagged model analysis of the relationship between physical exercise, academic performance, and aggressive behavior in junior high school students[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2024, 45(8): 1091-1095. doi: 10.16835/j.cnki.1000-9817.2024244

Citation:

XU Jiuyang, ZHU Yao, ZHU Hao, CHEN Weiguo, LIU Yi, ZHU Fengshu. Cross-lagged model analysis of the relationship between physical exercise, academic performance, and aggressive behavior in junior high school students[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2024, 45(8): 1091-1095. doi: 10.16835/j.cnki.1000-9817.2024244

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

doi: 10.16835/j.cnki.1000-9817.2024244

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

Received Date: 2024-03-05
Rev Recd Date: 2024-06-18

Available Online: 2024-08-31

Publish Date: 2024-08-25

Abstract

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

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References(34)

References

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