College of Physical Education, Yangzhou University, Yangzhou, China.
Department of Physical Education, Nanjing Medical University, Nanjing, China.
BMC Psychol. 2024 Nov 28;12(1):706. doi: 10.1186/s40359-024-02227-1.
Adaptive elements such as learning and interpersonal interactions of high school students need to be developed in the school environment. Thus, school adjustment is an essential developmental task in the academic growth of adolescent students. Based on the developmental task theory, combined with the conservation of resources theory and the strength model of self-control, this study aims to investigate the chain-mediated roles of psychological resilience and self-control in the physical activity and school adaptation of high school students, in terms of the internal development of the individual mentality.
The study utilized whole population sampling and selected 2054 first- and second-year students from eight high schools in four regions of Jiangsu Province (M = 16.45 years, SD = 0.72 years). The questionnaires included the International Physical Activity Questionnaire Short Form (IPAQ-S), Adolescent Psychological Resilience Scale, Self-Control Scale, and School Adjustment Scale for High School Students. Descriptive and correlation analyses were conducted for each variable, and a chain mediation model was constructed after controlling for the gender and region of the participants. Data were analyzed using SPSS and Process 4.0 macros.
The direct and indirect associations of physical activity on high school students' school adjustment were significant, and the indirect associations included three pathways: first, the separate mediating association of psychological resilience; second, the separate mediating association of self-control; and third, the chain mediating association of psychological resilience and self-control.
The study's results revealed the relationship and mechanism of action of physical activity on high school students' school adjustment, which provides essential theoretical and reference value for improving their school adjustment.
高中生需要在学校环境中发展适应能力，如学习和人际交往。因此，学校适应是青少年学生学业成长的重要发展任务。基于发展任务理论，结合资源保存理论和自我控制的强度模型，本研究旨在从个体心理的内部发展角度，探讨心理弹性和自我控制在高中生身体活动与学校适应之间的链式中介作用。
本研究采用整群抽样法，从江苏省四个地区的八所高中抽取了 2054 名高一和高二学生（M=16.45 岁，SD=0.72 岁）。问卷包括国际体力活动问卷短表（IPAQ-S）、青少年心理弹性量表、自我控制量表和高中生学校适应量表。对每个变量进行描述性和相关性分析，并在控制参与者的性别和地区后构建链式中介模型。使用 SPSS 和 Process 4.0 宏进行数据分析。
身体活动对高中生学校适应的直接和间接关联均具有统计学意义，间接关联包括三条途径：第一，心理弹性的单独中介关联；第二，自我控制的单独中介关联；第三，心理弹性和自我控制的链式中介关联。
本研究结果揭示了身体活动对高中生学校适应的关系和作用机制，为提高他们的学校适应提供了重要的理论和参考价值。
