目的:探讨小学生体育活动对学习投入的影响,并考察心理资本的中介作用,为促进小学生身心与学业协同发展提供依据。方法:以S市P区996名高年级小学生为对象,通过问卷调查收集数据。使用体育活动等级量表(PARS-3)、中文版学习投入量表(UWES...目的:探讨小学生体育活动对学习投入的影响,并考察心理资本的中介作用,为促进小学生身心与学业协同发展提供依据。方法:以S市P区996名高年级小学生为对象,通过问卷调查收集数据。使用体育活动等级量表(PARS-3)、中文版学习投入量表(UWES-S)和心理资本问卷(PPQ)进行测量,并采用独立样本t检验、单因素方差分析和Pearson相关分析进行统计,最后通过分步回归法检验心理资本的中介效应。结果:体育活动与学习投入显著正相关(r = 0.121, p p p Objective: To explore the impact of physical activity on learning engagement of primary school students, and to investigate the mediating role of psychological capital, so as to provide a basis for promoting the coordinated development of primary school students’ physical, mental and academic development. Methods: A total of 996 senior primary school students in P district of S city were selected to collect data through questionnaire survey. The Physical Activity Rating Scale (PARS-3), the Utrecht Work Engagement Scale-Student (UWES-S) and the Psychological Capital Questionnaire (PPQ) were used for measurement, and the independent samples t-test, one-way ANOVA and Pearson correlation analysis were used for statistics, and finally the mediating effect of psychological capital was tested by step-by-step regression method. Results: Physical activity was significantly positively correlated with learning engagement (r = 0.121, p p p < 0.001). Conclusion: Improving the physical activity of primary school students can enhance their psychological capital and play a positive role in their learning investment, and promote their physical and mental development and academic development.展开更多
文摘目的:探讨小学生体育活动对学习投入的影响,并考察心理资本的中介作用,为促进小学生身心与学业协同发展提供依据。方法:以S市P区996名高年级小学生为对象,通过问卷调查收集数据。使用体育活动等级量表(PARS-3)、中文版学习投入量表(UWES-S)和心理资本问卷(PPQ)进行测量,并采用独立样本t检验、单因素方差分析和Pearson相关分析进行统计,最后通过分步回归法检验心理资本的中介效应。结果:体育活动与学习投入显著正相关(r = 0.121, p p p Objective: To explore the impact of physical activity on learning engagement of primary school students, and to investigate the mediating role of psychological capital, so as to provide a basis for promoting the coordinated development of primary school students’ physical, mental and academic development. Methods: A total of 996 senior primary school students in P district of S city were selected to collect data through questionnaire survey. The Physical Activity Rating Scale (PARS-3), the Utrecht Work Engagement Scale-Student (UWES-S) and the Psychological Capital Questionnaire (PPQ) were used for measurement, and the independent samples t-test, one-way ANOVA and Pearson correlation analysis were used for statistics, and finally the mediating effect of psychological capital was tested by step-by-step regression method. Results: Physical activity was significantly positively correlated with learning engagement (r = 0.121, p p p < 0.001). Conclusion: Improving the physical activity of primary school students can enhance their psychological capital and play a positive role in their learning investment, and promote their physical and mental development and academic development.
