Dept of Sports Science Unit, Universiti Sains Malaysia, Kubang kerian, Kelantan, Malaysia.
J Phys Act Health. 2012 Sep;9(7):1012-9. doi: 10.1123/jpah.9.7.1012.
The current study was undertaken to examine the associations between self-determination, exercise habit, anxiety, depression, stress, and academic achievement among adolescents aged 13 and 14 years in eastern Malaysia.
The sample consisted of 750 secondary school students (mean age = 13.4 years, SD = 0.49). Participants completed self-report measures of exercise behavioral regulation, negative affect, and exercise habit strength. Midyear exam results were used as an indicator of academic performance. Structural equation modeling was used to analyze the data.
The results of structural equation modeling revealed a close model fit for the hypothesized model, which indicates that higher levels of self-determination were positively associated with habituated exercise behavior. In turn, exercise habit strength fostered academic achievement and buffered the debilitative effect of stress, depression, and anxiety on student academic performance. The analysis of model invariance revealed a nonsignificant difference between male and female subjects.
The findings support the notion that habituated exercise fosters academic performance. In addition, we found that habituated exercise buffers the combined effects of stress, anxiety and depression on academic performance. The finding also supports the roles of self-determination in promoting exercise habituation.
本研究旨在考察东马来西亚 13 至 14 岁青少年的自主性、锻炼习惯、焦虑、抑郁、压力和学业成绩之间的关系。
该样本由 750 名中学生组成（平均年龄=13.4 岁，标准差=0.49）。参与者完成了锻炼行为调节、负性情绪和锻炼习惯强度的自我报告测量。年中考试成绩用作学业表现的指标。结构方程模型用于分析数据。
结构方程模型的结果显示，假设模型的拟合度较好，这表明自主性水平越高，与习惯性锻炼行为呈正相关。反过来，锻炼习惯强度促进了学业成绩，并缓冲了压力、抑郁和焦虑对学生学业成绩的不利影响。模型不变性分析显示，男性和女性受试者之间没有显著差异。
研究结果支持了习惯性锻炼促进学业成绩的观点。此外，我们发现习惯性锻炼缓冲了压力、焦虑和抑郁对学业成绩的综合影响。这一发现还支持了自主性在促进锻炼习惯形成中的作用。
