Li Tuojian, Feng Wanxuan, Zhang Hongzhen
School of Physical Education, Shandong University, Jingshi Road, Lixia District, Jinan 250014, China.
Behav Sci (Basel). 2024 Dec 23;14(12):1240. doi: 10.3390/bs14121240.
Students majoring in physical education are the main source of physical education teachers in Chinese schools, and they are the main body in achieving the function of physical education in schools. The improvement of their altruistic behavior helps enhance the educational literacy of outstanding physical education teachers. This study conducted a questionnaire survey on 310 students majoring in physical education from 5 universities in 5 selected regions using the General Interpersonal Communication Objective Scale, Interpersonal Reactivity Index-C, the "responsibility" subscale of the Big Five Inventory Questionnaire, and the Altruistic Behavior of College Students questionnaire. We performed correlation analysis, mediation effect analysis, and moderation effect analysis on the data using SPSS 24.0 and MPLUS 7.4. Empathy partially mediates 30% of the total effect between interpersonal relationships and altruistic behavior; social responsibility has a moderating effect on empathy and altruistic behavior, with higher levels of responsibility having a greater moderating effect. Interpersonal relationships, empathy, and a sense of responsibility affect the current, recent, and long-term states of altruistic behavior, respectively. To improve students' altruistic behavior throughout the entire process, schools should develop training systems specifically for interpersonal relationships, empathy, and social responsibility.
体育专业学生是我国学校体育教师的主要来源，是实现学校体育功能的主体。他们利他行为的提升有助于提高优秀体育教师的教育素养。本研究采用一般人际沟通目标量表、人际反应指数-C、大五人格问卷的“责任”分量表和大学生利他行为问卷，对5个选定地区5所大学的310名体育专业学生进行了问卷调查。使用SPSS 24.0和MPLUS 7.4对数据进行了相关分析、中介效应分析和调节效应分析。共情在人际关系与利他行为的总效应中部分中介了30%的效应；社会责任对共情和利他行为具有调节作用，责任水平越高，调节作用越大。人际关系、共情和责任感分别影响利他行为的当前、近期和长期状态。为了在全过程中提高学生的利他行为，学校应专门针对人际关系、共情和社会责任制定培训体系。
