不同时间中—大强度体育锻炼对初中生情绪智力及学业成绩影响的实验研究

发布时间：2018-05-01 06:10

本文选题：体育锻炼 + 初中生　；参考：《扬州大学》2017年硕士论文

【摘要】：研究目的:本研究以初中一年级的学生作为实验对象,主要采用实验法,以中-大强度体育锻炼为干预手段,研究不同累积时间中-大强度体育锻炼对初一学生情绪智力各维度与学业成绩的影响,并进一步分析学生情绪智力对体育锻炼与学业成绩关系所产生的影响。研究对象与方法:采用方便取样的原则选取扬州市某中学初一年级3个班学生作为实验对象,对实验班进行不同时间中-大强度体育锻炼的干预,3个班由同一名体育教师上课。实验前后对所有被试的情绪智力进行问卷调查,学业成绩初试成绩以学生第一次月考成绩为准,后测成绩以期末考试成绩为准。实验干预持续10周,对被试实验前、后的测量数据采用单因素方差分析、多因素方差分析、重复测量方差分析、线性回归、Bootstrap法(非参数百分位法)的统计方法,分析不同时间中-大强度体育锻炼对初中生情绪智力和学业成绩的影响,并进一步分析情绪智力在体育锻炼与学业成绩关系中所起的作用。研究结果:(1)不同时间中-大强度体育锻炼对初中生情绪智力总分(F=28.908)、和自我情绪调控维度(F=33.815,)具有非常显著影响(P0.01);对情绪感知维度(F=12.418)具有显著影响(P0.05);对调控他人情绪维度(F=0.015)、运用情绪维度(F=1.635)没有显著影响(P0.05)。(2)不同时间中-大强度体育锻炼对初中生学业成绩总分(F=0.201)、语文(F=0.493)、数学(F=0.193)和英语(F=0.565)没有显著影响(P0.05)。(3)实验2组即每节课中-大强度体育锻炼时间达到总课时60%的实验组,情绪智力在体育锻炼与英语成绩中的间接效应具有显著性。研究结论:(1)中-大强度体育锻炼可以提高初中生情绪智力,特别对情绪感知和自我情绪调控两个维度有较好的改善作用。(2)中-大强度体育锻炼对学业成绩的影响在实验效果上不显著。(3)中-大强度体育锻炼累积时间达到总课时60%时,可以通过情绪智力对英语成绩产生积极的影响,总体情绪智力是体育锻炼对英语成绩产生影响的中介变量。
[Abstract]:Objective: in this study, the first grade of junior high school students as the experimental object, mainly by the experimental method, with medium and large intensity of physical exercise as a means of intervention, This paper studies the influence of different accumulative time on students' emotional intelligence and academic achievement, and further analyzes the influence of students' emotional intelligence on the relationship between physical exercise and academic achievement. Research objects and methods: the principle of convenient sampling was adopted to select three students of grade one of middle school in Yangzhou as experimental objects. The experimental class was intervened in different time and intensity of physical exercise. The three classes were taught by the same physical education teacher. Before and after the experiment, all the subjects' emotional intelligence were investigated by questionnaire. The results of the first test were based on the results of the first monthly test, and the scores of the final test were the results of the final examination. The intervention lasted for 10 weeks. The measured data before and after the experiment were analyzed by single factor ANOVA, multivariate ANOVA, repeated measurement ANOVA, linear regression bootstrap method (nonparametric percentile method). This paper analyzes the influence of physical exercise on the emotional intelligence and academic achievement of junior high school students in different time, and further analyzes the role of emotional intelligence in the relationship between physical exercise and academic achievement. Results: (1) at different times, physical exercise with high intensity has a significant effect on the total score of emotional intelligence of junior high school students (P < 28.908), and on the dimension of self-emotion control (F 33.815g); on the dimension of emotion perception (F = 12.418); on the control of others' emotion; on the control of others' emotion. F0. 015, using emotional dimension F1. 635) No significant effect was found on the total scores of middle and high intensity physical training on junior high school students' academic achievement in different time (F0. 201, F0. 493, Math F0. 565) and English F0. 565).) the experimental group 2 had no significant influence on the total score of academic achievement of junior high school students (P 0. 05. 0. 05). 3) the experiment group 2 had no significant effect on the total score of academic achievement of junior high school students. (P0. 055. 3) there was no significant effect on the total scores of middle and high intensity physical exercise on junior middle school students. The experimental group whose physical exercise time reached 60% of the total class time, The indirect effect of emotional intelligence on physical exercise and English achievement is significant. Conclusion: (1) Middle-and-large intensity physical exercise can improve the emotional intelligence of junior high school students. Especially for the two dimensions of emotion perception and self-emotion regulation, the effect of moderate to heavy physical exercise on academic achievement was not significant in experiment.) the cumulative time of high-intensity physical exercise reached 60 hours of total class hours. Emotional intelligence can have a positive effect on English achievement, and general emotional intelligence is the intermediate variable of physical exercise to influence English achievement.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G804.8

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