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小学生的体育活动与学习投入：心理资本的中介作用
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Abstract:
目的：探讨小学生体育活动对学习投入的影响，并考察心理资本的中介作用，为促进小学生身心与学业协同发展提供依据。方法：以S市P区996名高年级小学生为对象，通过问卷调查收集数据。使用体育活动等级量表(PARS-3)、中文版学习投入量表(UWES-S)和心理资本问卷(PPQ)进行测量，并采用独立样本t检验、单因素方差分析和Pearson相关分析进行统计，最后通过分步回归法检验心理资本的中介效应。结果：体育活动与学习投入显著正相关(r = 0.121, p < 0.01)。心理资本在体育活动与学习投入间起显著中介作用，间接效应量为0.129 (体育活动对心理资本的影响β = 0.192, p < 0.001；心理资本对学习投入的影响β = 0.673, p < 0.001)。结论：提高小学生体育活动有助于增强其心理资本从而对其学习投入起到正向作用，促进其身心与学业发展。
Objective: To explore the impact of physical activity on learning engagement of primary school students, and to investigate the mediating role of psychological capital, so as to provide a basis for promoting the coordinated development of primary school students’ physical, mental and academic development. Methods: A total of 996 senior primary school students in P district of S city were selected to collect data through questionnaire survey. The Physical Activity Rating Scale (PARS-3), the Utrecht Work Engagement Scale-Student (UWES-S) and the Psychological Capital Questionnaire (PPQ) were used for measurement, and the independent samples t-test, one-way ANOVA and Pearson correlation analysis were used for statistics, and finally the mediating effect of psychological capital was tested by step-by-step regression method. Results: Physical activity was significantly positively correlated with learning engagement (r = 0.121, p < 0.01). Psychological capital played a significant mediating role in the relationship between physical activity and learning input, with an indirect effect size of 0.129 (the effect of physical activity on psychological capital β = 0.192, p < 0.001; the effect of psychological capital on learning engagement β = 0.673, p < 0.001). Conclusion: Improving the physical activity of primary school students can enhance their psychological capital and play a positive role in their learning investment, and promote their physical and mental development and academic development.
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