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目的以理性行动论结合自我效能的理论架构,探讨学生一学年后身体活动的改变及影响因素。方法以五专一至二年级学生为研究对象,按分层比例随机抽出7所技专学校一、二年级各1个班;用结构式问卷(3日运动量表,行为态度、规范信念、自我效能量表)收集数据。结果问卷回收率97.7%(650/665)。青少年所从事的主要身体活动项目因性别而异:有80%的学生以走路为首选,第2位男生是篮球,女生是爬楼梯;运动消耗代谢当量(METs)男生均高于女生;两次调查结果均显示,运动自我效能是影响身体活动的显著因素,性别是影响身体活动的重要因素。增进青少年身体活动时,应考虑其喜好活动类型及性别差异;运动自我效能是影响运动或身体活动最重要的社会心理学因素。结论研究促进青少年身体活动的策略时,应增强其自我效能,使介入措施能确实达到提升青少年身体活动的目标。
Objective To explore the changes of physical activity and its influencing factors after one academic year with the theory of rational action combined with self-efficacy. Methods Five students of grade one to grade two were selected as study subjects. Seven technical schools were randomly selected from grade one and two grade one by one. Seven questionnaires were collected using structured questionnaires (3-day exercise scale, behavioral attitude, normative conviction, self-efficacy Table) to collect data. Results The questionnaire recovery rate was 97.7% (650/665). The main physical activity programs for teens are gender-specific: 80% of students prefer walking, the second is basketball and the other is climbing the stairs; the METs are higher in sports than girls; twice The survey results show that exercise self-efficacy is a significant factor affecting physical activity, gender is an important factor affecting physical activity. Adolescents should enhance their physical activity by considering the types of their favorite activities and their differences in gender. Sports self-efficacy is the most important psychosocial factor that affects sports or physical activity. Conclusions When studying strategies to promote adolescent physical activity, self-efficacy should be enhanced so that interventions can actually achieve the goal of advancing adolescent physical activity.