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Switching Between Attentional Demands – A Brief Report Comparing Findings from Younger and Older Adults 注意力需求之间的转换——一份比较年轻人和老年人研究结果的简短报告
Q4 Psychology Pub Date : 2021-09-01 DOI: 10.24193/cbb.2021.25.12
M. Liebherr, S. Antons, M. Brand
The increasing relevance to adapt quickly to changes in the environment is contrasted by an inverted U-shaped curve of task-switching abilities over the lifespan. While previous studies most commonly focused on switching between rules, modalities, and attributes, the process of switching between different attentional demands is somehow neglected. Therefore, the present study aims to fill this gap by applying a recently introduced paradigm on switching between attentional demands to younger and older adults. Within the present study, 116 younger adults (age: minmax: 18-30, M=22.31 years, SD=3.17; 85 women) and 93 older adults (age: minmax: 60-89, M=68.29 years, SD=6.18; 15 women) completed the Switching Attentional Demands-task (SwAD-task). The task enables to quantify single-task performance of selective and divided attention, but more important the ability of switching between these demands. Findings indicate faster response times in selective attention than divided attention for both groups. Furthermore, older adults showed longer response times in selective attention, divided attention, as well as switching attention, compared to their younger counterparts. Age-related changes are discussed by considering the frontal ageing hypothesis, processing-speed theory, as well as common factor theories of cognitive ageing. Furthermore, previous neurophysiological findings are taken into account to explain findings at hand.
与快速适应环境变化的相关性日益增强形成对比的是,在整个生命周期中,任务切换能力呈倒u型曲线。以往的研究大多集中在规则、模式和属性之间的转换,而不同注意需求之间的转换过程在某种程度上被忽视了。因此,本研究旨在通过应用最近引入的关于年轻人和老年人注意需求转换的范式来填补这一空白。在本研究中,116名年轻人(年龄:最小最大值:18-30岁,M=22.31岁,SD=3.17;85名女性)和93名老年人(年龄:最小年龄:60-89岁,M=68.29岁,SD=6.18;15名女性)完成了注意力需求转换任务(SwAD-task)。该任务能够量化选择性和分散注意力的单任务表现,但更重要的是在这些需求之间切换的能力。研究结果表明,两组的选择性注意反应时间都比分散注意快。此外,与年轻人相比,老年人在选择性注意、分散注意和转换注意方面的反应时间更长。通过考虑额叶老化假说、加工速度理论以及认知老化的共同因素理论来讨论与年龄相关的变化。此外,以前的神经生理学发现被考虑来解释手头的发现。
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引用次数: 0
Development and psychometric properties of the Anticipatory Anxiety Inventory 预期焦虑量表的编制及其心理测量学特征
Q4 Psychology Pub Date : 2021-09-01 DOI: 10.24193/cbb.2021.25.14
Simge Vural, N. Ferreira
Background: Anticipatory Anxiety (AA) is defined as a course of thoughts, feelings, and actions occurring just and only "before" an anxiety-provoking event. In order to explore this construct, the Anticipation Anxiety Inventory (AAI) was developed and its psychometric properties have been investigated in two studies. Methods: Study 1 used an Exploratory Factor Analysis approach to determine the factor structure of the items of the scale. In study 2, a Confirmatory Factor Analysis was performed to assess the scale structure, the validity of the factor solution, and convergent and discriminatory validity. Results: Exploratory factor analysis from study 1 suggested 13 items across four factors for the AAI: Emotional Hypersensitivity, Physical responses to AA, Dysfunctional Cognitions, and Daily Functioning. In study 2, the Confirmatory Factor Analysis indicated that the 4-factor solution of the AAI had an acceptable fit, excellent internal consistency (α= 0.92), and displayed good convergent and discriminatory validity. Conclusion: The AAI could be proposed as a useful valid and reliable tool to investigate AA. For future implications, more research is needed regarding the utility of this measure in experimental designs or clinical settings.
背景:预期性焦虑(AA)被定义为仅仅在引发焦虑的事件发生之前发生的一系列思想、感觉和行为。为了探索这一结构,我们开发了预期焦虑量表(AAI),并在两项研究中对其心理测量特性进行了研究。方法:研究1采用探索性因子分析法确定量表各条目的因子结构。研究2采用验证性因子分析来评估量表结构、因子解的效度、收敛效度和区别效度。结果:研究1的探索性因素分析表明,AAI的四个因素中有13个项目:情绪超敏反应、对AA的身体反应、功能失调认知和日常功能。在研究2中,验证性因子分析表明,AAI的4因子溶液具有可接受的拟合性,具有良好的内部一致性(α= 0.92),具有良好的收敛效度和区分效度。结论:AAI是一种有效、可靠的AA检测工具。对于未来的影响,需要更多的研究关于这一措施的效用在实验设计或临床设置。
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引用次数: 0
Sensitivity to financial rewards and impression management links to smartphone use and dependence 对经济奖励和印象管理的敏感性与智能手机的使用和依赖有关
Q4 Psychology Pub Date : 2021-06-24 DOI: 10.24193/cbb.2021.25.06
Graham Pluck, Pablo Emilio Barrera Falconi
Computational modeling and brain imaging studies suggest that sensitivity to rewards and behaviorist learning principles partly explain smartphone engagement patterns and potentially smartphone dependence. Responses to a questionnaire, and observational measures of smartphone use were recorded for 121 university students. Each participant was also tested with a laboratory task of reward sensitivity and a test of verbal operant conditioning. Twenty-three percent of the sample had probable smartphone addiction. Using multivariate regression, smartphone use, particularly the number of instant messenger services employed, was shown to be significantly and independently predicted by reward sensitivity (a positive relationship), and by instrumental conditioning (a negative relationship). However, the latter association was driven by a subset of participants who developed declarative knowledge of the response-reinforcer contingency. This suggests a process of impression management driven by experimental demand characteristics, producing goal-directed instrumental behavior not habit-based learning. No other measures of smartphone use, including the self-report scale, were significantly associated with the experimental tasks. We conclude that stronger engagement with smartphones, in particular instant messenger services, may be linked to people being more sensitive to rewarding stimuli, suggestive of a motivational or learning mechanism. We propose that this mechanism could underly problem smartphone use and dependence. It also potentially explains why some aspects of smartphone use, such as habitual actions, appear to be poorly measured by technology-use questionnaires. A serendipitous secondary finding confirmed that smartphone use reflected active self-presentation. Our ‘conditioning’ task-induced this behavior in the laboratory and could be used in social-cognition experimental studies.
计算建模和脑成像研究表明,对奖励的敏感性和行为主义学习原则在一定程度上解释了智能手机的参与模式和潜在的智能手机依赖。研究人员对121名大学生的智能手机使用情况进行了问卷调查和观察。每位参与者还接受了一项奖励敏感性的实验室任务和一项言语操作性条件反射测试。23%的样本可能对智能手机上瘾。使用多元回归,智能手机的使用,特别是使用即时通讯服务的数量,被证明是奖励敏感性(正相关)和工具条件反射(负相关)的显著和独立预测。然而,后一种关联是由一小部分参与者驱动的,他们发展了对响应强化偶然性的陈述性知识。这表明一个由实验需求特征驱动的印象管理过程,产生目标导向的工具行为,而不是基于习惯的学习。包括自我报告量表在内的其他智能手机使用指标与实验任务没有显著关联。我们的结论是,更频繁地使用智能手机,特别是即时通讯服务,可能与人们对奖励刺激更敏感有关,这暗示了一种动机或学习机制。我们认为这种机制可能会对智能手机的使用和依赖产生潜在的问题。这也可能解释了为什么智能手机使用的某些方面,比如习惯性行为,似乎很难通过技术使用问卷来衡量。一个偶然的次要发现证实了智能手机的使用反映了积极的自我表现。我们的“条件反射”任务在实验室中诱发了这种行为,可以用于社会认知实验研究。
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引用次数: 0
Monolingual and bilingual children’s understanding of Moore-paradox sentences 单语和双语儿童对摩尔悖论句的理解
Q4 Psychology Pub Date : 2021-06-24 DOI: 10.24193/cbb.2021.25.07
K. Bartha
Research of the theory of mind (ToM) has long been a central topic in cognitive science and experimental philosophy. A preliminary example of a Moore-paradox sentence would be: It is raining, but I don’t think it is. Understanding the paradoxes in these sentences is considered part of ToM development. This study focuses on the recognition of Moore’s paradoxical sentences by monolingual and bilingual children. According to the first hypothesis, comprehension of Moore-paradoxical sentences is estimated to start at the age of 7. The second hypothesis assumes that balanced bilingual children develop the ability to understand Moore-paradoxical sentences earlier than Hungarian dominant bilinguals, and balanced bilinguals also outperform their monolingual peers. Romanian monolingual and Hungarian-Romanian bilingual children aged between 5 and 8 (N = 134) participated in the experiment. Balanced and dominant bilingual groups were established based on a questionnaire filled in by the children’s parents. During the experiment, children had to listen to a number of sentences. Each sentence that contained paradoxical statements had control sentences matching syntactically. Children had to choose the sentences they thought to be “silly”. According to the experimental findings, 5- and 6-year-old children performed poorly while the overwhelming majority of 7- and 8-year-olds could select the Moore-paradoxical sentences. There were differences between the performance of monolingual and balanced bilingual groups and between the two bilingual groups. Balanced bilinguals performed better, and their comprehension of understanding Moorean sentences developed earlier than those of the other groups.
心理理论的研究一直是认知科学和实验哲学的核心课题。摩尔悖论句的一个初步例子是:天在下雨,但我不认为是下雨。理解这些句子中的矛盾被认为是ToM开发的一部分。本研究主要关注单语儿童和双语儿童对摩尔悖论句的认知。根据第一个假设,对摩尔悖论句子的理解估计从7岁开始。第二种假设认为,平衡双语儿童比匈牙利优势双语儿童更早发展理解摩尔悖论句子的能力,平衡双语儿童也比单语儿童表现得更好。实验对象为年龄在5 ~ 8岁的罗马尼亚单语儿童和匈牙利-罗马尼亚双语儿童134名。根据儿童父母填写的问卷,建立平衡和优势的双语组。在实验中,孩子们必须听一些句子。每个包含矛盾语句的句子都有语法匹配的控制句。孩子们必须选择他们认为“愚蠢”的句子。实验结果显示,5、6岁的孩子表现不佳,而绝大多数7、8岁的孩子能够选择摩尔悖论句。单语组和平衡双语组之间以及两个双语组之间的表现存在差异。平衡双语者表现得更好,他们对摩尔语句子的理解能力比其他组发展得更早。
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引用次数: 0
The evolution of perfectionistic concerns and strivings in the proximity of exams: Evidence from a short-term longitudinal study 在临近考试时,完美主义关注和努力的演变:来自短期纵向研究的证据
Q4 Psychology Pub Date : 2021-06-24 DOI: 10.24193/cbb.2021.25.09
S. Burcaș, R. Crețu
To date, little is known about the short-term dynamics of perfectionism in undergraduate students, especially in certain potentially activating contexts, such as the proximity of the exam session. The aim of the present study was to address this methodological limitation and literature gap by conducting a latent growth curve model analysis of students’ perfectionistic concerns and strivings in the proximity of exams, to detect and explain the potential heterogeneity in their growth trajectories. The study sample consisted of 242 undergraduate students who participated at four-time points (228 at T0, 171 at T1, 225 at T2, and 146 at T3), spaced four weeks apart, between the beginning of the first academic semester and the beginning of the exam session. The results showed that while perfectionistic concerns displayed a significant overall growth trajectory during this period of time, perfectionistic strivings were rather stable personality traits, less dependent on contextual factors. Regarding the individual differences in perfectionism dimensions, the findings showed that there was a significant inter-individual variability around both the initial level and the overall growth trajectory of perfectionistic concerns. However, only the perceived teachers' expectations explained significantly part of the variations around the initial level of perfectionistic concerns.
到目前为止,我们对大学生完美主义的短期动态知之甚少,特别是在某些潜在的激活环境中,比如临近考试。本研究的目的是通过对学生在考试临近时的完美主义关注和努力进行潜在增长曲线模型分析,以解决这种方法上的局限性和文献空白,以发现和解释他们成长轨迹中的潜在异质性。研究样本由242名本科生组成,他们在四个时间点(T0 228人,T1 171人,T2 225人,T3 146人)参加,间隔四周,从第一学期开始到考试开始。结果显示,在这段时间里,完美主义的关注表现出了显著的整体增长轨迹,而完美主义的努力则是一种相当稳定的人格特征,对环境因素的依赖程度较低。关于完美主义维度的个体差异,研究结果表明,在完美主义关注的初始水平和整体增长轨迹上,个体之间存在显著的差异。然而,只有感知到的老师的期望解释了围绕完美主义关注的初始水平的变化的显著部分。
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引用次数: 0
Electroencephalography based detection of cognitive state during learning tasks: An extensive approach 学习任务中基于脑电图的认知状态检测:一种广泛的方法
Q4 Psychology Pub Date : 2021-06-24 DOI: 10.24193/cbb.2021.25.08
T. A. Suhail, K. Indiradevi, Ekkarakkudy Makkar Suhara, P. A. Suresh, Ayyappan Anitha, Shoranur Kerala India Cognitive Neurosciences
Detecting cognitive states during learning tasks is an essential component in neurocognitive experiments for assessing and enhancing the cognitive performance of individuals. Studies have demonstrated that mental state recognition systems utilizing brain signals are proficient in the automated monitoring of learners’ cognitive states. The current study focuses on developing an efficient individualized and cross-subject cognitive state assessment model based on Electroencephalography (EEG) patterns during learning tasks. For this study, EEGs of 20 healthy subjects were recorded during a resting state followed by a learning task and examined EEG activations patterns in a wide perspective of feature types and rhythms. The extracted features included time-domain features such as Hjorth parameters, Wavelet-based features, and Spectral entropy. Three classifiers, Support Vector Machine, k-Nearest Neighbor, and Linear Discriminant Analysis were employed to recognize the mental state. A new EEG-based attention index using band ratios is proposed and is demonstrated as an effective predictor for recognizing attentive reading. The proposed model can yield recognition performance with an accuracy of 92.9% in the subject-dependent approach and 77.2% in the subject-independent approach with the Support Vector Machine Classifier. The findings are useful for the design and development of neurofeedback systems that monitor and enhance the cognitive performance in healthy individuals, as well as in individuals with cognitive deficits.
在神经认知实验中,检测学习任务中的认知状态是评估和提高个体认知表现的重要组成部分。研究表明,利用大脑信号的心理状态识别系统能够熟练地自动监测学习者的认知状态。目前的研究重点是建立一种基于学习任务中脑电图模式的高效、个性化、跨主体的认知状态评估模型。在本研究中,记录了20名健康受试者在静息状态下的脑电图,随后进行了学习任务,并从特征类型和节奏的广泛角度检查了脑电图激活模式。提取的特征包括Hjorth参数、基于小波的特征和谱熵等时域特征。采用支持向量机、k近邻和线性判别分析三种分类器对心理状态进行识别。提出了一种新的基于脑电图的注意力指数,该指数使用频带比,并被证明是识别注意阅读的有效预测指标。该模型在主题相关方法下的识别准确率为92.9%,在支持向量机分类器的主题独立方法下的识别准确率为77.2%。这些发现对神经反馈系统的设计和开发很有帮助,这些系统可以监测和提高健康个体以及认知缺陷个体的认知表现。
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引用次数: 4
Development and validation of a new ability-based measure of emotional intelligence: Cluj Emotional Intelligence Scale CEIS 一种新的基于能力的情绪智力测量方法的开发与验证:克鲁日情绪智力量表
Q4 Psychology Pub Date : 2020-12-16 DOI: 10.24193/CBB.2020.24.18
M. Călinici, Tudor Călinici, Robert Balaszi, Mircea Miclea
Theoretical models of ability-based emotional intelligence (EI) present the ability to regulate other’s emotion as part of the emotion regulation facet, but in existing ability-based self-report EI measures, this ability is often not evaluated (e.g., Wong and Law Emotional Intelligence Scale, WLEIS, 2004) or is evaluated as a separate facet, in the work context (e.g., Workgroup Emotional Intelligence Profile WEIP-3, 2002). This consideration led to the development of a new self-report EI measure to assess EI abilities (Cluj Emotional Intelligence Scale, CEIS); the process of development and validation is presented in the current paper, across four different studies. Study 1 (n = 218) used item- analysis and exploratory factor analysis to select relevant items. Study 2 (n = 215) tested the factorial structure, convergent and discriminant validity and test-retest reliability (in sub-sample n = 75). Study 3 (n = 164) cross-validates the factorial structure and assesses concurrent validity of new instrument with well-being. Study 4 (n= 136) presents the translation of the new instrument from its original Romanian language into English and the evaluation of its psychometric properties.
基于能力的情绪智力(EI)的理论模型将调节他人情绪的能力作为情绪调节方面的一部分,但在现有的基于能力的自我报告EI测量中,这种能力通常不被评估(例如,Wong和Law情绪智力量表,WLEIS, 2004),或者在工作环境中作为一个单独的方面进行评估(例如,工作组情绪智力概况WEIP-3, 2002)。这种考虑导致了一种新的自我报告EI测量的发展,以评估EI能力(克鲁日情绪智力量表,CEIS);本文介绍了开发和验证的过程,涉及四个不同的研究。研究1 (n = 218)采用项目分析和探索性因子分析选择相关项目。研究2 (n = 215)检验了因子结构、收敛效度和判别效度以及重测信度(子样本n = 75)。研究3 (n = 164)交叉验证了因子结构,并评估了新工具与幸福感的并发效度。研究4 (n= 136)介绍了将新仪器从原罗马尼亚语翻译成英语并评估其心理测量特性。
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引用次数: 0
The relationship between self-concept and level of physical performance in Hungarian adolescent athletes 匈牙利青少年运动员自我概念与竞技水平的关系
Q4 Psychology Pub Date : 2020-12-16 DOI: 10.24193/CBB.2020.24.16
Zalán Négele, J. Pápai, Zsófia Tróznai, C. Nyakas, L. Tóth
One’s self-concept is the representation of one’s self-knowledge developing during physical and mental maturation. It has unquestionable importance in sport performance as a motivational factor. This study assessed and analyzed the self-concept of secondary students aged 14 to 18 assigned to three groups of elite athletes, non-elite athletes and non-athletes. The research focused on the following questions: (1) Are there any differences between males’ and females’ self-concept? (2) Are there any differences in various components of the self-concept according to the level of physical performance? Components of the self-concept were assessed with the Tennessee Self-Concept Scale. Gender differences were tested by independent samples t tests and the effects of athletic activity and gender on various self-concept components by a multivariate analysis of variance. The results showed that males had a more positive self-concept than females. Regarding the level of athletic activity, non-athletes reported the least positive self-concept in both genders. According to the level of athletic performance, no difference was found between the three male groups, while the most positive self concept was clearly reported by non-elite athletes among females. The multivariate analysis of variance revealed that both gender and the level of athletic activity had an effect on self-concept components. Finally, the findings show that an optimally positive self-concept enhances performance in everyday life as well as in sports.
一个人的自我概念是一个人在身心成熟过程中自我认识发展的表现。它作为一种激励因素在运动表现中具有无可置疑的重要性。本研究以14 ~ 18岁中学生为研究对象,分为优秀运动员、非优秀运动员和非优秀运动员三组。研究主要集中在以下几个问题上:(1)男性和女性的自我概念是否存在差异?(2)自我概念的各组成部分是否随体能水平的不同而有所差异?采用田纳西自我概念量表对自我概念的组成部分进行评估。性别差异采用独立样本t检验,体育活动和性别对自我概念各成分的影响采用多变量方差分析。结果表明,男性比女性有更积极的自我概念。在体育活动水平方面,非运动员报告的积极自我概念在男女中都是最低的。在运动成绩水平上,三组男性之间没有发现差异,而女性中最积极的自我概念明显是由非精英运动员报告的。多变量方差分析显示,性别和体育活动水平对自我概念成分有影响。最后,研究结果表明,最佳积极的自我概念可以提高日常生活和运动中的表现。
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引用次数: 0
Math self-efficacy, not emotional self-efficacy, mediates the math anxiety-performance relationship in undergraduate students 数学自我效能感在大学生数学焦虑-成绩关系中起中介作用,而非情绪自我效能感
Q4 Psychology Pub Date : 2020-12-16 DOI: 10.24193/CBB.2020.24.20
James J Palestro, M. Jameson
A clear inverse relationship exists between efficacy and anxiety and anxiety and performance in mathematics. However, efficacy is domain- and task-specific, so the role that specific types of efficacy play in the anxiety-performance relationship is less clear. Emotional self-efficacy moderates this relationship in children, but research has not yet examined its role with math anxiety and performance in undergraduate students who have more developed emotional regulation. Further, understanding the role of self-efficacy for different tasks (i.e., efficacy for math versus for emotion regulation) is important to understanding math anxiety and how to intervene for math anxious individuals. Therefore, the purpose of the current study was to explore the moderating and/or mediating role of both math self-efficacy and emotional self-efficacy in undergraduate students using indirect effects analyses. One hundred and fifteen students at a mid-sized state university in the Midwest United States completed self-report measures of emotional self-efficacy, math self-efficacy, and math anxiety before completing a standardized measure of math performance. Results of indirect effects analyses determined that math self-efficacy had an indirect effect on the anxiety-performance relationship while emotional self-efficacy had neither indirect nor moderating effects on the math anxiety-performance relationship.
数学效能与焦虑、焦虑与数学成绩之间存在明显的负相关关系。然而,效能感是特定领域和任务的,因此特定类型的效能感在焦虑-绩效关系中所起的作用尚不清楚。情绪自我效能在儿童中调节了这种关系,但尚未有研究调查其在情绪调节能力较强的本科生中对数学焦虑和数学成绩的影响。此外,了解自我效能在不同任务中的作用(即数学效能与情绪调节效能)对于理解数学焦虑以及如何干预数学焦虑个体具有重要意义。因此,本研究的目的是通过间接效应分析,探讨大学生数学自我效能感和情绪自我效能感的调节和/或中介作用。美国中西部一所中等规模州立大学的115名学生在完成数学成绩的标准化测量之前完成了情绪自我效能、数学自我效能和数学焦虑的自我报告测量。间接效应分析结果表明,数学自我效能感对数学焦虑-成绩关系有间接影响,而情绪自我效能感对数学焦虑-成绩关系既没有间接影响,也没有调节作用。
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引用次数: 5
A serial path model between autonomous motivation, behavioral intention, action planning, and after school physical activity of university students participating in Physical Education classes 自主动机、行为意向、行动计划与大学生体育课后活动的序列路径模型
Q4 Psychology Pub Date : 2020-12-16 DOI: 10.24193/CBB.2020.24.17
Jae-Young Yang
University students in the international regions show reduced physical activity levels compared to previous generations. Lack of physical activity in college population is a growing problem of modern society because over half of the population is faced with serious health problems, such as obesity, diabetes, and high blood pressure. An emphasis point of physical activity research is to get detailed information of motivational process for engaging in physical activity. This study tested a serial path model that the relationship between autonomous motivation and after school physical activity was proposed to be mediated by behavioral intention and the existence of action planning. A total of 203 students participating in physical education classes of two universities located at a metropolitan city in South Korea were selected. The participants completed four well-validated questionnaires at the end of the classes in one semester. The results of data analyzed using a structural equation modeling revealed that after school physical activity could be positively advanced by the sequential mediation effects of behavioral intention and action planning if students were internalized with autonomous motivation in the physical education classes. The findings highlighted that the action planning played as an effective strategy in leading to engagement in after school physical activity and provided useful information for university physical educators to increase physical activity levels of university students during out of school hours.
与前几代人相比,国际地区的大学生的体育活动水平有所下降。大学生缺乏体育活动是现代社会一个日益严重的问题,因为超过一半的人面临着严重的健康问题,如肥胖、糖尿病和高血压。体育活动研究的一个重点是获得参与体育活动的动机过程的详细信息。本研究检验了一个序列路径模型,提出自主动机与课后体育活动之间的关系是由行为意向和行动计划的存在介导的。本次调查选取了位于韩国一个广域城市的两所大学的203名体育学生。参与者在一个学期的课程结束时完成了四份有效的问卷调查。采用结构方程模型对数据进行分析,发现在体育课堂中,行为意向和行动计划的序贯中介效应对学生课后体育活动有正向促进作用。研究结果强调,行动计划是引导大学生参与课外体育活动的有效策略,为高校体育工作者提高大学生课外体育活动水平提供了有用的信息。
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引用次数: 1
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Cognition, Brain, Behavior. An Interdisciplinary Journal
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