社会支持与心理资本在大学生体育锻炼行为中的作用：一项中介分析

The role of social support and psychological capital in college students' physical exercise behavior: a mediation analysis.

作者信息

Xiong You, Si Juncheng, Huang Zhan, Ouyang Junjie, Ma Shuai, Huang Yao, Huang Xiaoling

机构信息

College of Physical Education, Southwest University, Chongqing, China.

出版信息

Front Psychol. 2025 Jul 30;16:1601079. doi: 10.3389/fpsyg.2025.1601079. eCollection 2025.

DOI:10.3389/fpsyg.2025.1601079

PMID:40808724

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC12344657/

Abstract

BACKGROUND

The physical exercise behavior of college students is closely related to their physical and mental health. Research has shown that social support and psychological capital are related to college students' physical exercise behavior, but their correlation needs further exploration.

OBJECTIVES

This study seeks to investigate the relationship between social support, psychological capital and university students' physical exercise behavior, with a further in-depth analysis of the mediating roles played by psychological capital within this dynamic.

METHODS

Using cluster sampling, we surveyed 359 college students in Southwest University, employing the Sports Activity Level Scale (SALS), the Positive Psychological Capital Questionnaire (PPCQ), the Social Support Scale (SSS). Data were analyzed using SPSS 26.0 and STATA 17.0, and common method bias was tested using Harman's single-factor test. The significance of the mediation effects was tested using the Kohler, Karlson, and Breen (KHB).

RESULTS

(1) Peer support ( < 0.01), teacher support ( < 0.01), family support ( < 0.05), and psychological capital ( < 0.05) are significantly correlated with college students' physical exercise behavior. (2) Social support positively correlates with the positive psychological capital of college students ( < 0.01). The indirect effects of peer, teacher, and family support on college students' physical exercise behavior through psychological capital account for 87.34%, 36.95%, and 30.69% of the total effect. (3) According to the regression coefficient, social support is ranked as peer support (0.11), teacher support (0.10), and family support (0.09).

CONCLUSION

Social support shows a positive association with college students' physical exercise behavior and also demonstrates a significant correlation with it through psychological capital. Teacher support in the school living environment is equally important, and future research should focus on developing the role of family support.

摘要

背景

大学生的体育锻炼行为与其身心健康密切相关。研究表明，社会支持和心理资本与大学生的体育锻炼行为有关，但其相关性有待进一步探究。

目的

本研究旨在探讨社会支持、心理资本与大学生体育锻炼行为之间的关系，并进一步深入分析心理资本在这一动态过程中所起的中介作用。

方法

采用整群抽样法，对西南大学359名大学生进行调查，使用体育活动水平量表（SALS）、积极心理资本问卷（PPCQ）、社会支持量表（SSS）。运用SPSS 26.0和STATA 17.0对数据进行分析，采用Harman单因素检验法检验共同方法偏差。使用科勒、卡尔森和布林（KHB）检验中介效应的显著性。

结果

（1）同伴支持（<0.01）、教师支持（<0.01）、家庭支持（<0.05）和心理资本（<0.05）与大学生体育锻炼行为显著相关。（2）社会支持与大学生的积极心理资本呈正相关（<0.01）。同伴、教师和家庭支持通过心理资本对大学生体育锻炼行为的间接效应分别占总效应的87.34%、36.95%和30.69%。（3）根据回归系数，社会支持的排序为同伴支持（0.11）、教师支持（0.10）和家庭支持（0.09）。