García-Guillén María José, Castillo-Paredes Antonio, Galán-Arroyo Carmen, Rojo-Ramos Jorge
Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, Cáceres, Spain.
Grupo AFySE, Investigación en Actividad Física y Salud Escolar, Escuela de Pedagogía en Educación Física, Facultad de Educación, Universidad de Las Américas, Santiago, Chile.
Front Psychol. 2025 Jul 23;16:1631231. doi: 10.3389/fpsyg.2025.1631231. eCollection 2025.
Understanding the impact of physical activity, mobile device use, and sociodemographic variables on students' psychosocial development is key to promoting healthier and more inclusive educational environments. This study examined how factors such as gender, age, geographic location, PA, and mobile device use influence group cohesion, motor self-efficacy, frustration tolerance, and social skills in primary and secondary school students.
A cross-sectional design was used with a large sample of school-aged children and adolescents. The study assessed group cohesion, motor self-efficacy, frustration tolerance, and social skills through validated scales. Statistical analyses included -tests, effect sizes (Hedges' g), Spearman correlations, and multiple linear regressions to examine relationships and predictive models across sociodemographic and behavioral variables.
Girls scored significantly higher in assertiveness, frustration tolerance, and communication and conflict resolution skills. Rural students outperformed their urban peers across several psychosocial dimensions. Higher PA levels were associated with increased motor self-efficacy and group cohesion, particularly in boys. Excessive mobile device use correlated negatively with communication and conflict resolution skills, especially in girls. Regression analyses revealed that variables such as PA, sex, and mobile device use significantly predicted group cohesion and communication skills. Frustration tolerance and conflict resolution were notably influenced by communication skills and assertiveness, respectively.
Regular engagement in physical activity and reduced mobile device use are positively associated with students' psychosocial competencies. These findings highlight the need for targeted educational interventions that consider students' age, gender, and behavioral habits.
了解体育活动、移动设备使用和社会人口统计学变量对学生心理社会发展的影响，是促进更健康、更具包容性的教育环境的关键。本研究考察了性别、年龄、地理位置、体育活动和移动设备使用等因素如何影响中小学生的群体凝聚力、运动自我效能感、挫折耐受力和社交技能。
采用横断面设计，对大量学龄儿童和青少年进行研究。该研究通过经过验证的量表评估群体凝聚力、运动自我效能感、挫折耐受力和社交技能。统计分析包括t检验、效应量（Hedges' g）、斯皮尔曼相关性分析和多元线性回归分析，以检验社会人口统计学和行为变量之间的关系及预测模型。
女孩在自信、挫折耐受力、沟通和冲突解决技能方面得分显著更高。农村学生在几个心理社会维度上的表现优于城市同龄人。较高的体育活动水平与运动自我效能感和群体凝聚力的提高相关，尤其是在男孩中。过度使用移动设备与沟通和冲突解决技能呈负相关，尤其是在女孩中。回归分析表明，体育活动、性别和移动设备使用等变量显著预测了群体凝聚力和沟通技能。挫折耐受力和冲突解决能力分别受到沟通技能和自信的显著影响。
经常参加体育活动和减少移动设备使用与学生的心理社会能力呈正相关。这些发现凸显了有必要开展针对性的教育干预措施，同时考虑学生的年龄、性别和行为习惯。
