中国大学生体力活动与学业拖延的关系：自我效能的中介作用。
The Relationship between Physical Activity and Academic Procrastination in Chinese College Students: The Mediating Role of Self-Efficacy.
机构信息
College of Physical Education and Health Sciences, Zhejiang Normal University, Jinhua 321004, China.
Department of Agriculture, Food Science, and Kinesiology, Eastern New Mexico University, Portales, NM 88130, USA.
出版信息
Int J Environ Res Public Health. 2021 Oct 31;18(21):11468. doi: 10.3390/ijerph182111468.
BACKGROUND
Academic procrastination (AP) has been a common problematic behavior in college students. While physical activity (PA) has been reported to increase self-efficacy and reduce AP, less is known about the potential relationships among them. Therefore, this study aimed to investigate the mediating effect of self-efficacy on the relationship between PA and AP.
METHODS
687 Chinese college students (51% males, 49% females) aged 17-23 years ( = 19.59, = 0.89) participated in the study. PA, self-efficacy, and AP were assessed using the Physical Activity Rating Scale-3 (PARS-3), the Generalized Self-Efficacy Scale, and the Procrastination Assessment Scale-Students (PASS), respectively. Pearson correlation analysis, linear regression analysis, and mediation analysis were used to analyze the data.
RESULTS
(1) PA has a significant and negative impact on college students' AP, (2) PA has a significant and positive impact on college students' self-efficacy; (3) self-efficacy has a significant and negative impact on AP in college students; and (4) self-efficacy significantly mediates the relationship between PA and AP.
CONCLUSIONS
PA is an effective intervention for directly and indirectly decreasing college students' AP. Therefore, more intervention efforts should focus on the promotion of PA in higher education to improve students' self-efficacy and thus, to reduce AP among college students.
背景
学术拖延（AP）是大学生中常见的问题行为。虽然有报道称体育活动（PA）可以提高自我效能感并减少 AP，但它们之间潜在关系的了解较少。因此，本研究旨在探讨自我效能感在 PA 和 AP 之间关系中的中介作用。
方法
687 名年龄在 17-23 岁的中国大学生（51%为男性，49%为女性）（ = 19.59， = 0.89）参与了这项研究。使用体育活动评定量表-3（PARS-3）、一般自我效能感量表和拖延评估量表-学生版（PASS）分别评估 PA、自我效能感和 AP。采用 Pearson 相关分析、线性回归分析和中介分析来分析数据。
结果
（1）PA 对大学生的 AP 有显著负向影响；（2）PA 对大学生的自我效能感有显著正向影响；（3）自我效能感对大学生的 AP 有显著负向影响；（4）自我效能感显著中介了 PA 和 AP 之间的关系。
结论
PA 是直接和间接降低大学生 AP 的有效干预措施。因此，在高等教育中应更多地关注 PA 的促进，以提高学生的自我效能感，从而减少大学生的 AP。
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