小学生体力活动、执行功能与行为问题的关系研究

发布时间：2018-10-18 12:53

【摘要】：研究目的：目前,儿童心理行为问题已经成为公共健康关心的焦点,尤其是非临床的抑郁和焦虑,并且有研究已经显示多种危险行为与青少年不断增加的心理健康问题有联系。而已有的研究发现儿童参加体力活动能减少抑郁和焦虑症状、提高学习成绩,提升自尊水平,减少心理压力,缓解心理疾病,提高生活满意度等,但体力活动对儿童行为问题的影响还缺乏充分、可信的论证,如果能清楚解释体力活动对行为问题的影响,则对于采取针对性的体力活动干预方案以有效改善小学生的行为问题有着重要的理论和实践价值。研究方法：本文选择小学四、五年级的学生作为研究对象,采用青少年体力活动问卷、青少年心理行为问卷和执行功能测量工具探究小学生体力活动、执行功能和行为问题之间的关系,并进一步借助路径分析方法探索执行功能在体力活动与行为问题关系中的中介作用,为通过控制小学生的体力活动时间,改善小学生的身心健康提供了理论和实践依据。研究结果：(1)小学生的体力活动对执行功能和行为问题都有直接的影响。体力活动对执行功能的直接效应系数是-0.55；执行功能对行为问题的直接效应系数是0.43：体力活动对行为问题的直接效应系数是-0.23。(2)小学生的体力活动对行为问题有间接影响。体力活动对行为问题的间接效应系数为-0.55*0.43=-0.2365。 (3)小学生的体力活动通过影响执行功能进而影响行为问题,执行功能在体力活动影响小学生行为问题中起中介作用。研究结论：体力活动不仅可以直接对小学生行为问题产生积极影响,而且可以通过执行功能间接对小学生行为问题产生影响。
[Abstract]:Objective: at present, children's psychological behavior problems have become the focus of public health care, especially non-clinical depression and anxiety. Previous studies have found that children's participation in physical activity can reduce depression and anxiety symptoms, improve academic performance, improve self-esteem, reduce psychological stress, relieve mental illness, and improve life satisfaction, etc. However, the impact of physical activity on children's behavioral problems is not sufficiently and reliably demonstrated if the effects of physical activity on behavioural problems can be clearly explained. Therefore, it has important theoretical and practical value for the effective improvement of behavior problems of primary school students by taking targeted intervention programs of physical activity. Methods: students in grade 4 and grade 5 of primary school were selected as the research objects. The physical activity questionnaire, psychological behavior questionnaire and executive function measurement tool were used to explore the physical activity of primary school students. The relationship between executive function and behavioral problems, and further explore the intermediary role of executive function in the relationship between physical activity and behavioral problems by means of path analysis, in order to control the physical activity time of primary school students. Improving the physical and mental health of primary school students provides theoretical and practical basis. The results were as follows: (1) physical activity of primary school students had direct influence on executive function and behavioral problems. The direct effect coefficient of physical activity on executive function is -0.55, the direct effect coefficient of executive function on behavior problem is 0.43, and the direct effect coefficient of physical activity on behavior problem is -0.23. (2) physical activity has indirect influence on behavior problem. The indirect effect coefficient of physical activity on behavior problem is -0.55 ~ 0.43 ~ (- 0.2365). (3) the physical activity of primary school students affects the behavior problem by influencing the executive function, and the executive function plays an intermediary role in the influence of the physical activity on the pupils' behavior problem. Conclusion: physical activity can not only directly affect pupils' behavior problems, but also indirectly influence pupils' behavior problems through executive function.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.8

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