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代俊, 陈瀚. 青少年校内身体活动行为促进的社会生态因素及路径[J]. 上海体育学院学报 , 2019, 43(3): 85-91. DOI: 10.16099/j.sus.2019.03.013
引用本文: 代俊, 陈瀚. 青少年校内身体活动行为促进的社会生态因素及路径[J]. 上海体育学院学报 , 2019, 43(3): 85-91. DOI: 10.16099/j.sus.2019.03.013
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DAI Jun, CHEN Han. An Social Ecological Perspective of Analyzing Factors Influencing Chinese Adolescents' In-school Physical Activity Levels[J]. Journal of Shanghai University of Sport, 2019, 43(3): 85-91. DOI: 10.16099/j.sus.2019.03.013
Citation: DAI Jun, CHEN Han. An Social Ecological Perspective of Analyzing Factors Influencing Chinese Adolescents' In-school Physical Activity Levels[J]. Journal of Shanghai University of Sport, 2019, 43(3): 85-91. DOI: 10.16099/j.sus.2019.03.013
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青少年校内身体活动行为促进的社会生态因素及路径

An Social Ecological Perspective of Analyzing Factors Influencing Chinese Adolescents' In-school Physical Activity Levels

    摘要
  • 摘要:
      目的  从个体、人际和组织等层面探讨青少年校内身体活动行为促进的社会生态因素，通过结构方程模型进一步探讨各层次因素的影响路径及交互关系。
      方法  以我国7个市共6个年级的2 942名在校学生为对象，采用校内中大强度身体活动量、自我效能、活动愉悦、身体活动益处/障碍、家庭支持/同伴支持及学校环境6个分量表进行测试。
      结果  学校环境、同伴支持及自我效能对青少年校内中大强度身体活动量有显著影响；活动愉悦、活动障碍、活动益处及家庭支持无直接影响，但均通过自我效能变量产生间接影响。
      结论  不同层次社会生态因素间通过相互作用，对青少年校内身体活动行为产生直接或间接的影响；利用社会生态系统中多层面、多系统共同干预是促进青少年校内身体活动行为的有效途径。

     

    Abstract: Using structural equation modeling (SEM), the current study aims to explore factors influencing Chinese adolescents' in-school physical activity (PA) levels from social ecological perspective.The relationship among various factors originating from sections of individual, interpersonal, and organization will be examined.
      Methods  The participants include 2 942 students from six different grades who are attending schools located in 7 different geographic areas of mainland China.Validated instruments are used to measure participants' in-school moderate to vigorous physical activity (MVPA), self-efficacy, PA enjoyment, PA benefits/barriers, family/peer PA support, and school environment.
      Results  It reveals that school environment, peer support, and self-efficacy directly influenced students' in-school MVPA.Findings also show that PA enjoyment, PA benefits/barriers, and family PA support only indirectly influenced in-school MVPA through the inside section or the self-efficacy factor from the same section.
      Conclusion  Social ecological factors from different sections directly or indirectly influence adolescents' in-school PA.The multi-section and multi-system intervention within the social ecological system is an effective way to improve adolescents' in-school PA levels.

     

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