Yang Menglu, Viladrich Carme, Cruz Jaume
School of Psychology and Cognitive Science, East China Normal University, Shanghai, China.
Department of Psychobiology, Methodology and Health Science, Universitat Autònoma de Barcelona, Barcelona, Spain.
Front Psychol. 2022 Sep 16;13:965690. doi: 10.3389/fpsyg.2022.965690. eCollection 2022.
The present study aimed to investigate the relationship between academic stress and motivation toward physical education (PE) through a longitudinal design with cross-lagged panel analyses. A sample of 556 Chinese secondary school students participated in the research and completed Perceived Locus of Causality Scale and Educational Stress Scale for Adolescents at the beginning of the semester and 3 months later. The results demonstrated that academic stress factors were positively related to less self-determined motivations except that worry about grades was positively related to more self-determined motivations within each time point. In addition, we found that academic stress negatively predicted more self-determined motivations but positively predicted less self-determined motivations, whereas worry about grades negatively predicted amotivation 3 months later. Meanwhile, the influence of amotivation on despondency was also found. These results suggest that academic stress can obstruct students' participation in PE through an impact on self-determined motivation. Our findings also indicate that self-determined students in PE will seek academic achievement as well, which in turn improves students' academic status.
本研究旨在通过纵向设计和交叉滞后面板分析，探讨学业压力与体育（PE）动机之间的关系。556名中国中学生参与了这项研究，并在学期开始时和3个月后完成了因果关系感知量表和青少年教育压力量表。结果表明，在每个时间点上，学业压力因素与较少的自主动机呈正相关，但担心成绩与较多的自主动机呈正相关。此外，我们发现学业压力对更多的自主动机有负向预测作用，但对较少的自主动机有正向预测作用，而担心成绩在3个月后对无动机有负向预测作用。同时，还发现了无动机对沮丧情绪的影响。这些结果表明，学业压力会通过影响自主动机来阻碍学生参与体育活动。我们的研究结果还表明，体育活动中有自主动机的学生也会追求学业成就，这反过来又会提高学生的学业水平。
