首都体育学院学报
首都體育學院學報
수도체육학원학보
Journal of Capital College of Physical Education
2015年
4期
341~345
,共null页
司琦 苏传令 Kim Jeongsu
司琦 囌傳令 Kim Jeongsu
사기 소전령 Kim Jeongsu
青少年 个体水平 人际水平 组织水平 校内闲暇时间 锻炼 身体活动 影响因素 社会生态模型
青少年 箇體水平 人際水平 組織水平 校內閒暇時間 鍛煉 身體活動 影響因素 社會生態模型
청소년 개체수평 인제수평 조직수평 교내한가시간 단련 신체활동 영향인소 사회생태모형
adolescent; individual level; interpersonal level; organizational level; in-school leisure time; exercise; physical activity; influence factor; social ecological model
以初中生为研究对象,选取自我效能、乐趣、主观障碍、社会支持和学校环境等5个反映社会生态模型个体水平、人际水平和组织水平的因素,就其对青少年参与校内闲暇时间身体活动的影响进行分析。结果显示:午饭后身体活动强度(F=3.79,P〈0.05)、持续时间(F=4.03,P〈0.05)和对锻炼的乐趣(F=0.82,P〈0.05)、学校政策与管理(F=10.67,P〈0.05)认知存在显著的性别差异。自我效能(F=3.79,P〈0.05)、过程障碍(F=6.43,P〈0.01)和对运动场地与设施(F=10.95,P〈0.01)的感知存在显著的年级差异。回归分析显示:自我效能(β=0.29,P〈0.05)、老师社会支持(β=0.21,P〈0.05)、学校绿化建设(β=0.13,P〈0.05)对青少年参与校内闲暇时间身体活动的影响具有统计学意义。结论:学校应重视特定时段学生身体活动的组织和管理,尤其是对女生的组织和管理;自我效能、老师社会支持、学校绿化建设是影响青少年参与校内闲暇时间身体活动的主要因素。
以初中生為研究對象,選取自我效能、樂趣、主觀障礙、社會支持和學校環境等5箇反映社會生態模型箇體水平、人際水平和組織水平的因素,就其對青少年參與校內閒暇時間身體活動的影響進行分析。結果顯示:午飯後身體活動彊度(F=3.79,P〈0.05)、持續時間(F=4.03,P〈0.05)和對鍛煉的樂趣(F=0.82,P〈0.05)、學校政策與管理(F=10.67,P〈0.05)認知存在顯著的性彆差異。自我效能(F=3.79,P〈0.05)、過程障礙(F=6.43,P〈0.01)和對運動場地與設施(F=10.95,P〈0.01)的感知存在顯著的年級差異。迴歸分析顯示:自我效能(β=0.29,P〈0.05)、老師社會支持(β=0.21,P〈0.05)、學校綠化建設(β=0.13,P〈0.05)對青少年參與校內閒暇時間身體活動的影響具有統計學意義。結論:學校應重視特定時段學生身體活動的組織和管理,尤其是對女生的組織和管理;自我效能、老師社會支持、學校綠化建設是影響青少年參與校內閒暇時間身體活動的主要因素。
이초중생위연구대상,선취자아효능、악취、주관장애、사회지지화학교배경등5개반영사회생태모형개체수평、인제수평화조직수평적인소,취기대청소년삼여교내한가시간신체활동적영향진행분석。결과현시:오반후신체활동강도(F=3.79,P〈0.05)、지속시간(F=4.03,P〈0.05)화대단련적악취(F=0.82,P〈0.05)、학교정책여관리(F=10.67,P〈0.05)인지존재현저적성별차이。자아효능(F=3.79,P〈0.05)、과정장애(F=6.43,P〈0.01)화대운동장지여설시(F=10.95,P〈0.01)적감지존재현저적년급차이。회귀분석현시:자아효능(β=0.29,P〈0.05)、로사사회지지(β=0.21,P〈0.05)、학교녹화건설(β=0.13,P〈0.05)대청소년삼여교내한가시간신체활동적영향구유통계학의의。결론:학교응중시특정시단학생신체활동적조직화관리,우기시대녀생적조직화관리;자아효능、로사사회지지、학교녹화건설시영향청소년삼여교내한가시간신체활동적주요인소。
This study explores the determinants of adolescents' physical activities during the school leisure time based on the social ecological model.Four hundred thirty nine of 14 to 16years old adolescents are recruited and completed self-efficacy,enjoyment,subjective barriers,social support,school environment scales and 3days physical activity recall,and the results support the measures' psychometric adequacy.The research results show that the physical activity intensity(F=3.79,P0.05),duration(F=4.03,P0.05),enjoyment(F=0.82,P0.05)and school environment and management(F=10.67,P0.05)during lunch time have significant difference on gender.Self-efficacy(F=3.79,P0.05),process barriers(F=6.43,P0.01)and accessibility for exercise places and facilities(F=10.95,P0.01)show statistical difference on grades.Regression analysis show that self-efficacy(β=0.29,P0.05),social support from teachers(β=0.21,P0.05)and school greening(β=0.13,P0.05)statistically significant influenced adolescents' physical activities.Schools should pay more attention to organizing physical activities during specified time period,such as lunch time,and especially for female students.Self-efficacy,social support from teachers and school greening are determinants for this type of physical activities.