Wang Kun, Yang Ying, Zhang Tingran, Ouyang Yiyi, Liu Bin, Luo Jiong
Research Centre for Activity Detoxification, College of Physical Education, Southwest University, Chongqing, China.
College of Physical Education, Sichuan Agricultural University, Ya'an, China.
Front Psychol. 2020 Jun 9;11:967. doi: 10.3389/fpsyg.2020.00967. eCollection 2020.
College students are an inexhaustible driving force for social development, and college students with good physical and psychological qualities can better adapt to changes in the external environment. The purpose of this study was to explore the intrinsic relationship of physical activity and emotional intelligence among college students and to determine the primary role of self-efficacy in their relationships.
Eight hundred thirty-five college students from two comprehensive universities in Southwest China, whose average age was 20.13 ± 1.06 years old, were investigated using the Physical Activity Rating Scale (PARS-3), Chinese Emotional Intelligence Scale (EIS), General Self-Efficacy Scale (GSES), and other measuring tools. SPSS 22.0 software was used to analyze and process the data with Independent sample -test, One-way ANOVA, Pearson correlation analysis, and regression analysis, and Amos 21.0 software was used to build the structural equation model.
(1) In terms of physical activity amount, self-efficacy, and emotional intelligence, male college students scored higher than female students. Furthermore, college students in humanities and social sciences had lower self-efficacy. In contrast, senior students had the lowest levels of physical activity and self-efficacy, and there was no discipline or grade distribution difference in emotional intelligence. (2) Physical activity amount was positively correlated with emotional intelligence ( = 0.24, < 0.001) and with self-efficacy ( = 0.26, < 0.001), and self-efficacy was positively correlated with emotional intelligence in college students ( = 0.18, < 0.001). (3) Self-efficacy played a partial mediating role between physical activity and emotional intelligence in college students ( = 0.06).
Regular physical activity can improve the self-efficacy and emotional intelligence of college students, and effectively promote the physical and mental development of students.
大学生是社会发展的不竭动力，具备良好身心素质的大学生能够更好地适应外部环境的变化。本研究旨在探讨大学生体育活动与情商的内在关系，并确定自我效能感在二者关系中的首要作用。
采用体育活动量表（PARS-3）、中国情商量表（EIS）、一般自我效能量表（GSES）等测量工具，对来自中国西南地区两所综合性大学的835名大学生进行调查，这些学生的平均年龄为20.13±1.06岁。运用SPSS 22.0软件，通过独立样本t检验、单因素方差分析、Pearson相关分析和回归分析对数据进行分析处理，并使用Amos 21.0软件构建结构方程模型。
（1）在体育活动量、自我效能感和情商方面，男大学生得分高于女大学生。此外，人文社会科学专业的大学生自我效能感较低。相比之下，高年级学生的体育活动量和自我效能感水平最低，情商在学科或年级分布上没有差异。（2）体育活动量与情商呈正相关（r = 0.24，p < 0.001），与自我效能感呈正相关（r = 0.26，p < 0.001），大学生的自我效能感与情商呈正相关（r = 0.18，p < 0.001）。（3）自我效能感在大学生体育活动与情商之间起部分中介作用（效应值 = 0.06）。
规律的体育活动可以提高大学生的自我效能感和情商，有效促进学生的身心发展。
