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

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
  • Received Date: 2024-03-05
  • Rev Recd Date: 2024-06-18
  • Available Online: 2024-08-31
  • Publish Date: 2024-08-25
  •   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.
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