青少年锻炼行为促进模型建构与干预策略研究

Construction of Adolescent Exercise Behavior Promotion Model and Intervention Strategies

以交互作用理论为基础,并结合健康信念理论和自我效能理论,采用锻炼行为交互作用、体质健康信念、自我效能、业余时间体育锻炼5个量表对878名中学生进行抽样调查,试图构建青少年锻炼行为促进模型,并给出科学的干预策略。结果表明:(1)青少年锻炼行为受到学校体育、家庭教育和社会环境3个外因潜在变量和体育教学、学校保障、制度安排、运动认知、家长影响、家庭支持、生活方式、社区体育、体育文化和社会舆论10个内因潜在变量的影响;(2)学校体育、家庭教育、社会环境、自我效能、体质健康信念均对青少年锻炼行为具有正向预测作用。进一步比较得知,学校体育的预测能力最强;(3)学校体育、家庭教育和社会环境对青少年锻炼行为的影响作用不仅具有直接效应,还可以通过体质健康信念和体质健康信念×自我效能产生中介效应,且中介效应量大于直接效应量;(4)对青少年锻炼行为进行干预,从宏观角度,应以社会环境为基础层,家庭教育为发展层,学校体育为创新层进行系统干预;从微观角度,应重视和强化青少年体质健康信念和自我效能教育。

This research was based on the interaction theory, the theory of health belief and self-efficacy theory. 878 mid- dle school students were investigated with adoption of interaction of exercise behavior, health belief, health self-efficacy, leisure time physical exercise. The purpose was to construct adolescent exercise behavior promotion model, and provide scientific intervention strategies. The results showed that： 1） Exercise behavior of adolescents was affected by external potential variables of physical education, family education and social environment and physical education as well as 10 in- ternal potential variables of school security, institutional arrangement, sport cognition, parental influence, family sup- port, life style, community sports, sports culture and social public opinion. 2） School physical education, family educa- tion, social environment, self-efficacy, physical health beliefs had positive predictive effect on adolescent exercise behav- ior. Further comparison showed that school sports had the strongest predictive ability. 3） The effects of school sports, family education and social environment on the exercise behavior of adolescents not only had direct effect, it could also have mediating effect through physical health belief and physical health belief X self-efficacy. The mediating effect was greater than direct effect. 4） From a macroscopic point of view, the intervention should emphasize the social environment as the basis, the family education for development, the school physical education for innovation. From the microscopic point of view, the intervention should strengthen adolescent physical health belief and self-efficacy.