不同时间中-大强度体育锻炼对初中生学习自控力及学业成绩影响的实验研究
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摘要
目的:研究不同累积时间中-大强度体育锻炼对初中生学习自控力与学业成绩的影响,进一步通过路径分析法探讨学习自控力在体育锻炼与学业成绩关系中所起的作用。方法:采用方便取样的方法对扬州市某中学初一年级3个平行班共139名学生进行实验研究,随机分为1个对照组和2个实验组,对实验班进行不同时间中-大强度体育锻炼的干预,实验干预持续10周。实验前后对所有被试的学习自控力进行问卷调查,以学生第一次月考成绩为初试成绩,以期末考试成绩为后测成绩。结果:(1)累积时间占体育课总时间60%的中-大强度体育锻炼对初中生自控策略(F=3.593,P=0.03<0.05)具有显著影响,对自控感(F=0.599,P=0.551)和自控倾向(F=0.041,P=0.960)没有显著影响(P>0.05);(2)不同时间中-大强度体育锻炼对初中生学业成绩总分(F=2.389)、语文(F=1.918)、数学(F=1.306)和英语(F=1.444)均没有显著影响(P>0.05);(3)实验2组(LLCI=0.5279,ULCI=6.3183)与对照组相比,学习自控力对学业成绩的间接效应具有显著性。结论:(1)中-大强度体育锻炼可以对初中生学习自控策略产生积极作用,累积时间占体育课总时间60%左右效果相较实验1组及对照组更好;(2)中-大强度体育锻炼对初中生学业成绩的实验效果不显著;(3)学习自控力是体育锻炼对学业成绩产生影响的中介变量,尤其学习自控策略在其中的影响更大。
Objectives:Take moderate to vigorous intensity exercise as a means of intervention,explore the effects of different cumulative time of moderate to vigorous intensity exercise on learning self-control and academic achievement of middle school students and further research the role of learning self-control in physical training and academic achievement by path analysis method.Methods:On the principle of easier to get samples,the researchers choose three parallel classes of first grade students(N=139)in Yangzhou as experimental subjects,and randomly divided into a control group and two experimental groups,the experimental classes take different time in moderate to vigorous intensity exercise intervention,The experimental intervention lasted 10 weeks.Before and after the experiment,all the subjects' learning self-control level would be tested by questionnaire,Using their first test scores as academic achievement pre test,final exam scores as latter test.Results:(1)Different moderate to vigorous intensity exercise time on the junior high school students self-control strategy(F = 3.593,P = 0.03 < 0.05)has a significant impact on self-control feeling(F =0.599,P = 0.599),automatic orientation(F = 0.041,P = 0.041)there was no significant influence(P > 0.05).(2)Different time moderate to vigorous intensity exercise on junior middle school students academic achievement scores(F = 2.389),Chinese(F= 1.918),maths(F = 1.306)and English(F = 1.444)there was no significant influence(P > 0.05).(3)The experimental group 2(LLCI= 0.5279,ULCI= 0.5279)compared with control group,the learning self-control significant indirect effect on academic performance.Conclusions:(1)Moderate to vigorous intensity exercise has a positive impact on learning self-control strategy for junior high school students,the cumulative time accounted for about 60%in total time has best effect.(2)Moderate to vigorous intensity exercise has no significant experimental effect on the academic performance of junior high students.(3)Learning selfcontrol is the mediation variable that physical exercise has an impact on academic performance.Especially the learning self-control strategy is significant.
Objectives:Take moderate to vigorous intensity exercise as a means of intervention,explore the effects of different cumulative time of moderate to vigorous intensity exercise on learning self-control and academic achievement of middle school students and further research the role of learning self-control in physical training and academic achievement by path analysis method.Methods:On the principle of easier to get samples,the researchers choose three parallel classes of first grade students(N=139)in Yangzhou as experimental subjects,and randomly divided into a control group and two experimental groups,the experimental classes take different time in moderate to vigorous intensity exercise intervention,The experimental intervention lasted 10 weeks.Before and after the experiment,all the subjects' learning self-control level would be tested by questionnaire,Using their first test scores as academic achievement pre test,final exam scores as latter test.Results:(1)Different moderate to vigorous intensity exercise time on the junior high school students self-control strategy(F = 3.593,P = 0.03 < 0.05)has a significant impact on self-control feeling(F =0.599,P = 0.599),automatic orientation(F = 0.041,P = 0.041)there was no significant influence(P > 0.05).(2)Different time moderate to vigorous intensity exercise on junior middle school students academic achievement scores(F = 2.389),Chinese(F= 1.918),maths(F = 1.306)and English(F = 1.444)there was no significant influence(P > 0.05).(3)The experimental group 2(LLCI= 0.5279,ULCI= 0.5279)compared with control group,the learning self-control significant indirect effect on academic performance.Conclusions:(1)Moderate to vigorous intensity exercise has a positive impact on learning self-control strategy for junior high school students,the cumulative time accounted for about 60%in total time has best effect.(2)Moderate to vigorous intensity exercise has no significant experimental effect on the academic performance of junior high students.(3)Learning selfcontrol is the mediation variable that physical exercise has an impact on academic performance.Especially the learning self-control strategy is significant.
引文
[1]石文韬.重庆市中小学生体质健康状况与体育锻炼行为的关系研究[D].重庆:西南大学,2013.
[2]马锦梦.湖北省中学生体质健康现状调查与分析[D].武汉:武汉体育学院,2014.
[3]吕德军.浅谈中学生参加体育锻炼对身心健康的影响[J].中国体卫艺教育,2011(9):34-35.
[4]杨灼芳,梁丽辉.体育锻炼对身心健康的影响及其机制[J].北京体育大学学报,2011,34(6):138-140.
[5]杨剑,季浏,田石榴.不同锻炼方式促进青少年心理健康的实验研究[J].武汉体育学院学报,2005,39(3):80-83.
[6]李林,季浏.不同强度锻炼的心理效应及其与心理健康的关系[J].中国体育科技,1999(5):24-27.
[7]邓荣华,颜军,金其贯.运动增进心理健康的机制及运动处方[J].西安体育学院学报,2003,20(3):107-110.
[8]MT Maloney,RE Mccormick.An Examination of the Role That Intercollegiate Athletic Participation Plays in Academic Achievement:Athletes’Feats in the Classroom[J].Journal of Human Resources,1993,28(3):555-570.
[9]温煦.体育锻炼对青少年认知能力和学业表现的影响:研究的历史、现状与未来[J].体育科学,2015,35(3):73-82.
[10]李凌姝,季浏.体育锻炼对于学生学业成绩影响的研究进展[J].北京体育大学学报,2016(9):82-90.
[11]傅建,范亚荣.不同时间中等强度体育锻炼对初中生执行功能和学业成绩影响的实验研究[J].体育与科学,2016(6):110-116.
[12]NELSON M C,GORDON-LARSEN P.Physical activity and sedentary behavior patterns are associated with selected adolescent health risk behaviors[J].Pediatrics,2006,117(4):1281-1290.
[13]Castelli D M,HILLMAN C H,BUCK S M.Physical fitness and academic achievement in third-and fifth grade students[J].Sport Exerx Psycho1,2007,29(2):239-252.
[14]CHADDOCK L,ERIC’KSON K I,PRAKASH R S,et al.Basal ganglia volume is associated with aerobic fitness in preadolescent children[J].Dev Neurosci,2010,32(3):249-256.
[15]EK Howie,RR Pate.Physical activity and academic achievement in children:A historical perspective[J].Journal of Sport&Health Science.2012,1(3):160-169.
[16]TA Stevens et al.The importance of physical activity and physical education in the prediction of academic achievement[J].Journal of Sport Behavior,2008,31.
[17]LAMBOURNE K,HANSEN D M,SZABO AN,etal.Indirect and direct relations between aerobic fitness,physical activity,and academic achievement in elementary school students[J].Ment Health Phys Act,2013,6(3):165-171.
[18]张灵聪.初中生学习自我控制特点的研究[D].重庆:西南师范大学,2001.
[19]谢静.体育锻炼对大学生自我控制能力的影响[D].重庆:西南大学,2013.
[20]朱风书,周成林,王碧野.体育锻炼降低大学生吸烟依赖性:自我控制的中介作用[J].体育与科学,2014,35(6):109-118.
[21]戴媛.初中生学习自控力、情绪稳定性与学业成绩的相关研究[D].南昌:江西师范大学,2013.
[22]张佳佳.初中生学习自控力与注意稳定性、学习成绩的关系及其教育启示[D].开封:河南大学,2011.
[23]唐茜.小学高年级学生情绪智力、学习自控力及其与学业成绩的关系研究[D].广州:广州大学,2012.
[24]Kopp B C.Antecedents of self-regulation:a developmental perspective[J].Developmental Psychology,1982,18(2):199-214.
[25]武海谭,季浏.体育课不同累积中-大强度体力活动时间对初中生健康体适能及情绪状态影响的实验研究[J].体育科学,2015,35(1):13-23.
[26]温忠麟.中介效应分析:方法和模型发展[J].心理科学进展,2014,22(5):731-745.
[27]张灵聪.初中生学习自控力特点的研究[J].西南师范大学学报,2001(4):476-479.
[28]Carlson SA et al.Physical Education and Academic Achievement in Elementary School:Data From the Early Childhood Longitudinal Study[J].American Journal of Public Health.2008,98(4):721-727.
[29]SALLIS J F,MCKENZIE T I,KOLODY B,et al.Effects of health-related physical education on academic achievement:Project SPARK[J].Res Q Exe Sport,1999,70(2):127-134.
[30]Shephard R J and H Lavallee.Changes of physical performance as indicators of the response to enhanced physical education[J].Sports Med Phys 1994.(34):323-335.
[31]詹鋆.高中生学习自控力、学业成绩与家庭教养方式的关系研究[J].四川教育学院学报,2012(4):105-107.
[32]杨志长,杨溢.利用课外体育锻炼快速增长学生身高及提高学习成绩的研究[J].重庆第二师范学院学报,2012,25(6):150-153.
[33]韩建伟.中小学生体育锻炼与学业成就的关系研究[D].广州:广州大学,2014.
[34]沈光茹.美国SPARK课程对上海市小学生学业成绩影响的实验研究[D].上海:华东师范大学.2011,5.
[35]孙利红.体育运动对中学生自我控制能力的影响[J].湖北体育科技,2014(5):440-452.
[2]马锦梦.湖北省中学生体质健康现状调查与分析[D].武汉:武汉体育学院,2014.
[3]吕德军.浅谈中学生参加体育锻炼对身心健康的影响[J].中国体卫艺教育,2011(9):34-35.
[4]杨灼芳,梁丽辉.体育锻炼对身心健康的影响及其机制[J].北京体育大学学报,2011,34(6):138-140.
[5]杨剑,季浏,田石榴.不同锻炼方式促进青少年心理健康的实验研究[J].武汉体育学院学报,2005,39(3):80-83.
[6]李林,季浏.不同强度锻炼的心理效应及其与心理健康的关系[J].中国体育科技,1999(5):24-27.
[7]邓荣华,颜军,金其贯.运动增进心理健康的机制及运动处方[J].西安体育学院学报,2003,20(3):107-110.
[8]MT Maloney,RE Mccormick.An Examination of the Role That Intercollegiate Athletic Participation Plays in Academic Achievement:Athletes’Feats in the Classroom[J].Journal of Human Resources,1993,28(3):555-570.
[9]温煦.体育锻炼对青少年认知能力和学业表现的影响:研究的历史、现状与未来[J].体育科学,2015,35(3):73-82.
[10]李凌姝,季浏.体育锻炼对于学生学业成绩影响的研究进展[J].北京体育大学学报,2016(9):82-90.
[11]傅建,范亚荣.不同时间中等强度体育锻炼对初中生执行功能和学业成绩影响的实验研究[J].体育与科学,2016(6):110-116.
[12]NELSON M C,GORDON-LARSEN P.Physical activity and sedentary behavior patterns are associated with selected adolescent health risk behaviors[J].Pediatrics,2006,117(4):1281-1290.
[13]Castelli D M,HILLMAN C H,BUCK S M.Physical fitness and academic achievement in third-and fifth grade students[J].Sport Exerx Psycho1,2007,29(2):239-252.
[14]CHADDOCK L,ERIC’KSON K I,PRAKASH R S,et al.Basal ganglia volume is associated with aerobic fitness in preadolescent children[J].Dev Neurosci,2010,32(3):249-256.
[15]EK Howie,RR Pate.Physical activity and academic achievement in children:A historical perspective[J].Journal of Sport&Health Science.2012,1(3):160-169.
[16]TA Stevens et al.The importance of physical activity and physical education in the prediction of academic achievement[J].Journal of Sport Behavior,2008,31.
[17]LAMBOURNE K,HANSEN D M,SZABO AN,etal.Indirect and direct relations between aerobic fitness,physical activity,and academic achievement in elementary school students[J].Ment Health Phys Act,2013,6(3):165-171.
[18]张灵聪.初中生学习自我控制特点的研究[D].重庆:西南师范大学,2001.
[19]谢静.体育锻炼对大学生自我控制能力的影响[D].重庆:西南大学,2013.
[20]朱风书,周成林,王碧野.体育锻炼降低大学生吸烟依赖性:自我控制的中介作用[J].体育与科学,2014,35(6):109-118.
[21]戴媛.初中生学习自控力、情绪稳定性与学业成绩的相关研究[D].南昌:江西师范大学,2013.
[22]张佳佳.初中生学习自控力与注意稳定性、学习成绩的关系及其教育启示[D].开封:河南大学,2011.
[23]唐茜.小学高年级学生情绪智力、学习自控力及其与学业成绩的关系研究[D].广州:广州大学,2012.
[24]Kopp B C.Antecedents of self-regulation:a developmental perspective[J].Developmental Psychology,1982,18(2):199-214.
[25]武海谭,季浏.体育课不同累积中-大强度体力活动时间对初中生健康体适能及情绪状态影响的实验研究[J].体育科学,2015,35(1):13-23.
[26]温忠麟.中介效应分析:方法和模型发展[J].心理科学进展,2014,22(5):731-745.
[27]张灵聪.初中生学习自控力特点的研究[J].西南师范大学学报,2001(4):476-479.
[28]Carlson SA et al.Physical Education and Academic Achievement in Elementary School:Data From the Early Childhood Longitudinal Study[J].American Journal of Public Health.2008,98(4):721-727.
[29]SALLIS J F,MCKENZIE T I,KOLODY B,et al.Effects of health-related physical education on academic achievement:Project SPARK[J].Res Q Exe Sport,1999,70(2):127-134.
[30]Shephard R J and H Lavallee.Changes of physical performance as indicators of the response to enhanced physical education[J].Sports Med Phys 1994.(34):323-335.
[31]詹鋆.高中生学习自控力、学业成绩与家庭教养方式的关系研究[J].四川教育学院学报,2012(4):105-107.
[32]杨志长,杨溢.利用课外体育锻炼快速增长学生身高及提高学习成绩的研究[J].重庆第二师范学院学报,2012,25(6):150-153.
[33]韩建伟.中小学生体育锻炼与学业成就的关系研究[D].广州:广州大学,2014.
[34]沈光茹.美国SPARK课程对上海市小学生学业成绩影响的实验研究[D].上海:华东师范大学.2011,5.
[35]孙利红.体育运动对中学生自我控制能力的影响[J].湖北体育科技,2014(5):440-452.