中学生体育锻炼积极情绪扩建理论模型的构建

Construction of Theoretical Model for Expansion of Positive Emotions in Middle School Students

通过对Fredrickson积极情绪扩建理论的归纳,综合相关理论和实证研究,构建了中学生体育锻炼积极情绪扩建理论模型,旨在为积极情绪扩建理论模型对体育锻炼的研究作理论补充。采用《体育活动等级量表》《自测健康评定量表》《身体锻炼幸福感量表》《体育活动愉悦感量表》对529名中学生(平均年龄16.09±0.88岁)进行调查,运用SPSS 23.0与AMOS 23.0统计软件对调查结果进行统计分析。结论:在不同性别和不同运动强度下的中学生通过体育锻炼获得的积极情绪体验对其扩展个人资源存在差异;在不同年级和是否参与运动条件下的中学生通过体育锻炼获得的积极情绪对其扩展个人资源不存在差异。

By summarizing Fredrickson’s theory of positive emotion expansion and integrating relevant theoretical and empirical research,a theoretical model for the expansion of middle school students’ positive emotions was constructed, which aims to supplement the theoretical model of positive emotion expansion to the study of physical exercise. A total of 529 middle school students(mean aged 16.09±0.88 year-old) were evaluated using the Physical Activity Rating Scale, Self-rated Health Assessment Scale, Physical Exercise Wellbeing Scale, and Physical Activity Pleasure Scale, and the survey results were analyzed by SPSS23.0 and AMOS23.0 statistical software. The conclusion was that there were differences in the positive emotional experience of middle school students under different gender and intensity of physical exercise to expand their individual resources, and there was no difference in the positive emotions of middle school students under different grades and whether they participate in physical exercise to expand their personal resources.