International Journal of Educational Research最新文献_第3页

School buildings: Effects of ergonomic and architectural factors of school spaces on teachers’ well-being 学校建筑：学校空间的人体工程学和建筑因素对教师幸福感的影响

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2026-01-01 DOI: 10.1016/j.ijer.2025.102925

Sonia Vermeulen Steyaert

Teachers spend most of their working lives inside school buildings, yet research on the built environment has largely centred on students, leaving teachers’ occupational well-being relatively underexplored from a spatial perspective. This study aims to examine how ergonomic and architectural characteristics of primary classrooms are associated with key psychosocial dimensions of teachers’ occupational well-being.

NAn online survey was conducted with 230 French-speaking primary teachers and assessed four environmental factors—architectural configuration, acoustic quality, visual conditions, and thermal/atmospheric comfort—together with self-efficacy, work engagement, and workplace well-being. Data were analysed using partial least-squares structural equation modelling (PLS-SEM).

The results show that classroom configuration, acoustic quality and visual conditions are positively associated with teachers’ self-efficacy. Self-efficacy, in turn, is positively related to both work engagement and workplace well-being, with work engagement showing the strongest association with well-being. Indirect effects highlight acoustic conditions and spatial configuration as the most influential environmental factors linked to overall well-being.

Overall, the model explains a substantial proportion of variance in the three psychosocial outcomes, supporting the relevance of classroom design for teachers’ professional experience. These findings underscore the importance of prioritising acoustic quality and spatial flexibility in school design and renovation, and they provide actionable insights for architects, policymakers, and school leaders seeking to create work environments that may support teachers’ professional well-being and sustainable professional engagement.

教师的大部分工作时间都是在学校建筑内度过的，然而对建筑环境的研究主要集中在学生身上，从空间角度来看，教师的职业幸福感相对较少。本研究旨在探讨小学教室的人体工程学和建筑特征与教师职业幸福感的关键心理社会维度之间的关系。一项针对230名法语小学教师的在线调查评估了四个环境因素——建筑结构、声学质量、视觉条件和热/大气舒适度——以及自我效能感、工作投入和工作场所幸福感。数据分析采用偏最小二乘结构方程模型（PLS-SEM）。结果表明，教室布置、音质和视觉条件与教师自我效能感呈正相关。反过来，自我效能感与工作投入和工作场所幸福感都呈正相关，其中工作投入与幸福感的关联最强。间接影响强调声学条件和空间配置是与整体幸福感相关的最具影响力的环境因素。总体而言，该模型解释了三种心理社会结果中相当大比例的差异，支持课堂设计与教师专业经验的相关性。这些发现强调了在学校设计和装修中优先考虑声学质量和空间灵活性的重要性，并为建筑师、政策制定者和学校领导提供了可操作的见解，以创造可能支持教师职业福祉和可持续职业参与的工作环境。

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引用次数: 0

Between connection and withdrawal: How teachers choose to regulate their emotions in home-school scenarios 在联系与退缩之间：教师如何在家庭-学校情境中选择调节他们的情绪

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2026-01-01 DOI: 10.1016/j.ijer.2025.102929

Hui Dong (董辉) , Xinyue Zhou (周鑫玥) , Siyi Huang (黄思怡)

For teachers in contemporary education settings, professional work with parents, including communication, collaboration, and conflict resolution, has become an integral part of their daily responsibilities. Emotional regulation in home–school interactions, therefore, constitutes a vital aspect of teachers’ emotional labor. Drawing on focus group interviews with 58 teachers in mainland China and employing a theory-driven thematic data coding approach, this study examines the dynamics of interpersonal emotion regulation within home–school encounters. The analysis identifies three overarching orientations in teachers’ strategies: building connections, maintaining the status quo, and strategic withdrawal, with each orientation containing two specific strategies. Compared with classroom-based regulation strategies directed toward students, teacher emotion regulation in home–school interactions is characterized by greater complexity, contextual dependence, and inherent tensions. Situated within a broader policy and reform landscape, these practices challenge teachers’ emotional resilience and professional identity, while providing limited support for the development of constructive home–school relationships. This study underscores the importance of systematic interpersonal emotional support for teachers and reaffirms the necessity of teaching as a form of humanistic, relational connective labor.

对于当代教育环境中的教师来说，与父母的专业工作，包括沟通、合作和解决冲突，已经成为他们日常职责的一部分。因此，家校互动中的情绪调节是教师情绪劳动的一个重要方面。通过对中国大陆58名教师的焦点小组访谈，采用理论驱动的主题数据编码方法，本研究考察了家校相遇中人际情绪调节的动态。该分析确定了教师策略的三个主要方向：建立联系、维持现状和战略性退出，每个方向包含两个具体策略。与以课堂为基础、以学生为导向的调节策略相比，家校互动中的教师情绪调节具有更大的复杂性、情境依赖性和内在张力。在更广泛的政策和改革背景下，这些做法挑战了教师的情感弹性和职业认同，同时为建设性家校关系的发展提供了有限的支持。本研究强调了系统的人际情感支持对教师的重要性，并重申了教学作为一种人文的、关系的联结劳动的必要性。

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引用次数: 0

Examining institutional academic freedom and STEM research production in the OECD 考察经合组织的机构学术自由和STEM研究成果

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-26 DOI: 10.1016/j.ijer.2025.102915

Frank Fernandez , Yuan Chih Fu , Yin Chun Lin , Volha Chykina

While academic freedom is often framed as an individual right, this study examines institutional academic freedom, the autonomy of universities from state interference, as a foundational condition for scientific inquiry and STEM research production. Drawing on a panel dataset of 13 OECD countries from 1981 to 2007, the study shows that institutional autonomy facilitates research production, both in terms of research quantity and quality. Using fixed-effects regression models and controlling for country level research and development investments, and broader political and economic factors, this study finds that two measures of institutional academic freedom (institutional autonomy and campus integrity) are positively and statistically significantly associated with increases in both the volume and quality of STEM publications. One of these measures retains its statistical significance even after controlling for individual level measures of academic freedom. This study argues that in addition to considering individual academic freedom of faculty to teach and research without interference and fear of repression, researchers and policy makers should take into account institutional academic freedom when examining the overall academic freedom environment and its effects within countries. Our findings underscore the distinct and critical role that institutional academic freedom plays in supporting national scientific capacity, reinforcing calls to protect university autonomy as a public good essential for knowledge production.

虽然学术自由通常被视为一项个人权利，但本研究考察了机构学术自由，即大学不受国家干预的自主权，作为科学探究和STEM研究成果的基础条件。利用1981年至2007年13个经合组织国家的面板数据集，该研究表明，机构自治在研究数量和质量方面促进了研究生产。利用固定效应回归模型并控制国家层面的研发投资以及更广泛的政治和经济因素，本研究发现，机构学术自由的两项指标（机构自治和校园诚信）与STEM出版物数量和质量的增加呈正相关，且在统计上显著。其中一项措施即使在控制了个人水平的学术自由措施后，仍保持其统计显著性。这项研究认为，除了考虑教师在不受干涉和担心压制的情况下进行教学和研究的个人学术自由之外，研究人员和政策制定者在检查总体学术自由环境及其在国家内部的影响时应该考虑机构学术自由。我们的研究结果强调了机构学术自由在支持国家科学能力方面发挥的独特和关键作用，加强了保护大学自治作为知识生产必不可少的公共产品的呼吁。

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引用次数: 0

The impact of school experiences and relationships on high school students’ activism: Support, constraints and tensions 学校经历和人际关系对高中生行动主义的影响：支持、约束和紧张

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-25 DOI: 10.1016/j.ijer.2025.102913

Thalia Thereza Assan , Gal Levy , Mohammad Massalha

This article responds to the global rise in activism led by high school-aged youth by asking: How do students perceive high schools as arenas for socialisation into political activism? Although non-religious Jewish state schools in Israel typically avoid encouraging political engagement, high school students were prominently involved in the 2023 Protest Movement against the government’s “judicial reform”, with some schools supporting and even initiating student protests. Drawing on interviews with high school activist students, the article investigates how and under what conditions schools facilitate political engagement. Our findings show that certain schools fostered students’ activism implicitly or explicitly — for example, through extra-curricular teaching about democracy, excusing protest-related absences, and other practices. Participants, however, described these schools as atypical. Indeed, these schools mostly serve higher socioeconomic communities closely identified with the protest milieu. Participants also pointed to clear limits of institutional support, such as barring criticism of politicians or the Occupation. Furthermore, while most research on political socialisation into activism and education for citizenship emphasises the role of adults, our findings highlight the importance of school peers. Activists engaged in meaningful political dialogue with classmates and encouraged their participation, yet these interactions also produced conflicts and strained relationships. This paper therefore draws attention to the informal, relational aspects of schooling that shape youth activism and calls on scholars, educators, and policymakers to recognise students’ political agency, their present stakes in society, and the ways political socialisation is facilitated by youth through their interactions with both school staff and peers.

这篇文章通过以下问题回应了由高中年龄青年领导的全球行动主义的兴起：学生如何看待高中作为社会化政治行动主义的舞台？虽然以色列的非宗教犹太公立学校通常避免鼓励政治参与，但高中生在2023年反对政府“司法改革”的抗议运动中发挥了重要作用，一些学校支持甚至发起了学生抗议活动。通过对高中积极分子学生的采访，本文调查了学校如何以及在什么条件下促进政治参与。我们的研究结果表明，某些学校或明或暗地培养了学生的激进主义——例如，通过有关民主的课外教学，为抗议相关的缺席找借口，以及其他做法。然而，参与者称这些学校是非典型的。事实上，这些学校大多服务于与抗议环境密切相关的较高社会经济群体。与会者还指出了机构支持的明确限制，例如禁止批评政治家或占领。此外，虽然大多数关于政治社会化行动主义和公民教育的研究都强调成年人的作用，但我们的研究结果强调了学校同龄人的重要性。积极分子与同学进行有意义的政治对话，并鼓励他们参与，但这些互动也产生了冲突和紧张的关系。因此，本文提请注意学校教育的非正式、关系方面，这些方面塑造了青年行动主义，并呼吁学者、教育工作者和政策制定者认识到学生的政治代理，他们目前在社会中的利益，以及青年通过与学校工作人员和同龄人的互动促进政治社会化的方式。

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引用次数: 0

The impact of a story-based intervention on language, literacy, and cognitive development in South African pre-schoolers: randomised controlled trials for two language groups 以故事为基础的干预对南非学龄前儿童语言、读写能力和认知发展的影响：两个语言组的随机对照试验

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-25 DOI: 10.1016/j.ijer.2025.102920

Kate Cain , Jane Oakhill , Shelley O’Carroll , Daleen Klop , Monique Visser , James Jackson , Brian Francis

Literacy rates in South Africa are low and many children start school without the requisite levels of emergent language and literacy skills needed to succeed. We report two RCTs of a story-based intervention delivered by preschool teachers to two language groups of children from low income backgrounds (isiXhosa: N_children=82, N_teachers=20; Afrikaans, N_children=118, N_teachers=24). The story-based intervention involved a 36-week programme, of 2-week cycles, each using a different culturally-appropriate story in the target language with activities designed to foster emergent language and literacy skills. Training for the teachers before and during the intervention was provided. The post-intervention assessment took place after 26 weeks. For both language groups (compared with the corresponding control group), the intervention had a positive impact on vocabulary taught in the programme and also developmental status across key learning domains. For early language and emergent literacy measures, baseline ability was the most consistent predictor for all outcome measures, with additional important contributions of initial vocabulary for some measures. This study demonstrates the feasibility of conducting gold-standard randomised controlled trials in low-resource settings. We draw on the data to set out practice and policy recommendations, critically the need to support school and literacy-learning readiness in homes and preschools, to enhance practice and children’s outcomes.

南非的识字率很低，许多儿童入学时没有掌握成功所必需的新兴语言和识字技能。我们报告了两项随机对照试验，即学前教师对来自低收入背景的两个语言群体的儿童进行基于故事的干预（伊西科萨语：Nchildren=82, Nteachers=20；南非荷兰语，Nchildren=118, Nteachers=24）。以故事为基础的干预包括一个为期36周的项目，每两个周期，每个周期使用一个不同的文化上适合目标语言的故事，并进行旨在培养新兴语言和读写技能的活动。在干预前和干预期间对教师进行了培训。干预后评估于26周后进行。对于两个语言组（与相应的对照组相比），干预对项目中教授的词汇和关键学习领域的发展状况都有积极的影响。在早期语言和紧急读写能力测试中，基线能力是所有结果测试中最一致的预测指标，在一些测试中，初始词汇量也有额外的重要贡献。本研究证明了在低资源环境下进行金标准随机对照试验的可行性。我们利用这些数据制定实践和政策建议，重点是需要支持家庭和幼儿园的学校和扫盲学习准备，以加强实践和儿童的成果。

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引用次数: 0

Academic freedom challenged: Comparing France, Germany and the UK 学术自由受到挑战：比较法国、德国和英国

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-25 DOI: 10.1016/j.ijer.2025.102917

Donatella della Porta , Sevgi Doğan

While violations of academic freedom seemed for a long time to be a problem that almost exclusively affected authoritarian regimes, in recent times a deterioration can also be noted in democratic regimes. As part of a right-wing backlash or democratic backsliding, attacks on both individual academics and entire fields of knowledge have been singled out in Europe as well as in North America. Focusing on France, Germany and the United Kingdom (UK), our research has addressed the different mechanisms of repression of academic freedom with particular attention paid to the movements in solidarity with Palestine that spread globally after 7 October 2023. The empirical research triangulates quantitative and qualitative analysis. Using various sources, we have constructed a database that we use to map episodes of repression in the three countries, specifying their targets and mechanisms. A qualitative analysis of various documents subsequently makes it possible to single out the frames used to justify the repression carried out by moral panic entrepreneurs, which include political parties and governments, university administrations, police and courts, pressure groups and the mainstream media.

虽然在很长一段时间里，侵犯学术自由似乎是一个几乎只影响威权政权的问题，但近年来，民主政权也出现了这种恶化。作为右翼反弹或民主倒退的一部分，对个别学者和整个知识领域的攻击在欧洲和北美都被单独挑出来。我们的研究以法国、德国和英国为重点，探讨了压制学术自由的不同机制，特别关注了2023年10月7日之后在全球传播的声援巴勒斯坦运动。实证研究将定量分析与定性分析相结合。利用各种来源，我们建立了一个数据库，用来绘制这三个国家的镇压事件，明确其目标和机制。随后对各种文件进行定性分析，可以找出道德恐慌企业家用来为其镇压辩护的框架，其中包括政党和政府、大学行政部门、警察和法院、压力集团和主流媒体。

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引用次数: 0

Educating for hope: University-kindergarten -community partnership 为希望而教育：大学-幼儿园-社区合作

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-24 DOI: 10.1016/j.ijer.2025.102922

Hadar Kimchi-Yahav , Or Perah Midbar Alter , Dorit Roer-Strier , Edith Blit-Cohen

This paper examines the relationship between the The Hebrew University of Jerusalem and the "Diversity Kindergarten", a kindergarten located on its campus. It explores how collaboration between these two institutions influences their practices and creates shared spaces for innovation, inclusion and mutual growth. Using qualitative methods such as interviews, focus groups and participatory approaches, the study captures the voices of 40 participants, children, parents, kindergarten staff, students and university staff.

The findings highlight three central themes: (1) participants’ views on the concept of a community of concern, (2) the negotiation of power relations, conflict and diversity, and (3) participants’ perspectives on the partnership between the kindergarten and the university. These thematic insights were accompanied by tangible outcomes, such as policy changes that recognised children as community members; intercultural practices, including celebrating different holidays, fostering inclusion and mutual learning; and ongoing dialogue between the kindergarten and the university that reshaped attitudes toward diversity and collaboration.

The findings also reveal that the context-informed model (Roer-Strier and Nadan, 2020), which focuses on understanding the contexts affecting community life, particularly among marginalised populations, serves as a framework for supporting local and indigenous contexts while building a community of concern. While the collaboration highlights significant opportunities for innovation and inclusion, it also reveals challenges such as cultural differences and unequal power dynamics. This study provides valuable insights into the potential of university–school–community partnerships to promote sustainable, inclusive and transformative educational experiences.

本文考察了耶路撒冷希伯来大学与其校园内的“多样性幼儿园”之间的关系。它探讨了这两个机构之间的合作如何影响他们的实践，并为创新、包容和共同发展创造共享空间。本研究采用访谈、焦点小组和参与式方法等定性方法，收集了40名参与者的声音，包括儿童、家长、幼儿园工作人员、学生和大学工作人员。研究结果突出了三个中心主题：(1)参与者对关注社区概念的看法；(2)权力关系、冲突和多样性的谈判；(3)参与者对幼儿园和大学之间伙伴关系的看法。这些主题见解伴随着切实的成果，例如承认儿童为社区成员的政策变化；跨文化实践，包括庆祝不同的节日，促进包容和相互学习；幼儿园和大学之间正在进行的对话重塑了对多样性和合作的态度。研究结果还表明，背景知情模型（Roer-Strier和Nadan， 2020）侧重于了解影响社区生活的背景，特别是在边缘化人群中，可作为支持当地和土著背景的框架，同时建立一个关注的社区。虽然这一合作凸显了创新和包容的重大机遇，但它也揭示了文化差异和不平等权力动态等挑战。本研究对大学-学校-社区伙伴关系在促进可持续、包容性和变革性教育体验方面的潜力提供了有价值的见解。

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引用次数: 0

Supporting teacher well-being in post-earthquake southeastern Türkiye: The role of leader-member exchange, teacher resilience, and teacher work engagement 支持东南震灾后教师幸福感：领导-成员交换、教师弹性和教师工作投入的作用

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-23 DOI: 10.1016/j.ijer.2025.102918

Tevfik Palaz , Gökhan Savaş , Fatih Aydın , Osman Çepni , Ali Çağatay Kılınç

This study examines the empirical relationships between leader-member exchange and the psychological well-being of teachers, with the mediation of teacher resilience and teacher work engagement. Survey data were collected from 504 teachers working in schools affected by the February 2023 earthquakes in southeastern Türkiye and analysed using confirmatory factor analysis and structural equation modelling. The results revealed that leader-member exchange is directly linked to teacher well-being and indirectly via teacher resilience and work engagement. Our findings offer critical insights into how relational dynamics between principals and teachers influence teacher well-being in disaster-affected educational settings. We provide implications for policy and practice.

本研究考察了领导-成员交换与教师心理健康之间的实证关系，并以教师弹性和教师工作投入为中介。调查数据来自504名在受2023年2月日本东南部地震影响的学校工作的教师，并使用验证性因子分析和结构方程模型进行分析。结果表明，领导-成员交换与教师幸福感直接相关，并通过教师弹性和工作投入间接相关。我们的研究结果对受灾害影响的教育环境中校长和教师之间的关系动态如何影响教师的幸福感提供了重要的见解。我们为政策和实践提供了启示。

引用次数: 0

Anxiety in the academic environment: impacts on quality of life and well-being of university students 学术环境焦虑对大学生生活质量和幸福感的影响

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-23 DOI: 10.1016/j.ijer.2025.102916

André Fabrício P. Cruz , Wille Dingsor S. Pereira , Natália G. Ribeiro , Jaciara N. Sousa , Mônica Thaís S. Macedo , Thais de Oliveira F. Baldo , Marcelo P. Baldo

Anxiety has emerged as a major mental health concern among university students worldwide, with important implications for academic engagement, learning processes, and quality of life (QoL). Academic demands, socioeconomic vulnerability, and health-related factors are key determinants of anxiety symptoms in higher education contexts. This study aimed to evaluate the association between anxiety symptoms and QoL among Brazilian university students. A cross-sectional analytical study was conducted with 1616 undergraduate students enrolled in higher education institutions in Montes Claros (Minas Gerais) and Guanambi (Bahia), Brazil. Anxiety symptoms were assessed using the Generalized Anxiety Disorder 7-item scale (GAD-7), and QoL was measured with the EUROHIS-QOL-8 index. Multiple linear regression models were applied to examine the association between anxiety and QoL, adjusting for sociodemographic, clinical, and behavioral variables. The prevalence of anxiety symptoms was markedly higher among women than among men. Anxiety scores were negatively correlated with all QoL domains. Students in the highest anxiety quartile exhibited significantly lower QoL scores across all domains, particularly regarding satisfaction with health, energy for daily activities, and self-satisfaction. These associations remained robust after multivariable adjustment. In conclusion, anxiety symptoms were highly prevalent among university students and independently associated with poorer QoL. Beyond immediate effects on well-being, academic anxiety may compromise concentration, academic performance, persistence in higher education, and the development of professional skills, potentially affecting future employability and career trajectories. These findings highlight the need for preventive mental health strategies and institutional support programs within higher education to promote student well-being, academic success, and long-term professional development.

焦虑已成为全球大学生的主要心理健康问题，对学术参与、学习过程和生活质量（QoL）有着重要影响。学业需求、社会经济脆弱性和健康相关因素是高等教育背景下焦虑症状的关键决定因素。本研究旨在评估巴西大学生焦虑症状与生活质量的关系。对巴西蒙特斯克拉罗斯（米纳斯吉拉斯州）和瓜南比（巴伊亚州）高等教育机构的1616名本科生进行了横断面分析研究。使用广泛性焦虑障碍7项量表（GAD-7）评估焦虑症状，使用eurohs - QoL -8指数测量生活质量。采用多元线性回归模型检验焦虑与生活质量之间的关系，调整社会人口统计学、临床和行为变量。焦虑症状在女性中的流行率明显高于男性。焦虑评分与生活质量各域呈负相关。焦虑程度最高的四分位数学生在所有领域的生活质量得分都明显较低，尤其是在健康满意度、日常活动精力和自我满意度方面。在多变量调整后，这些关联仍然很强。综上所述，焦虑症状在大学生中非常普遍，并且与较差的生活质量独立相关。除了对幸福感的直接影响外，学业焦虑还可能影响注意力、学习成绩、高等教育的坚持和专业技能的发展，潜在地影响未来的就业能力和职业轨迹。这些发现强调了预防性心理健康策略和高等教育机构支持计划的必要性，以促进学生的健康、学业成功和长期的专业发展。

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引用次数: 0

Understanding the impact of social exclusion on exercise behavior: exploring mediating and moderating mechanisms among college students 了解社会排斥对大学生运动行为的影响：探索大学生运动行为的调节机制

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-23 DOI: 10.1016/j.ijer.2025.102883

Yanni Zhang , Heng Gao , Xinguo Yuan , Changfang Wang

Social exclusion is a common topic among college and university students, and its causes exacerbate psychological distress and negative behavioral outcomes. This study investigates the prevalence of social exclusion during physical activity among college students, focusing on social support as a mediator and examining self-esteem, campus social environments, and group exercise involvement as moderators. A cross-sectional quantitative survey design was employed, collecting data through systematic sampling procedures. Surveys were delivered offline and online in a structured way to 1610 participants. Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4 was used to analyze the data. The results indicated that social exclusion had a direct and negative effect on exercise behavior, β (-0.41), p < 0.001. Social support played a mediating role and was totally mediated, β (0.36), p < 0.001. Self-esteem declined as a result of social exclusion, β (-0.38), p < 0.001, and this decline caused reductions in exercise levels. Campus social climate had a direct effect on campus social climate, β (0.33), p < 0.005, and supported group climate in decreasing social exclusion effects, as well as participating in group exercise, β (0.40), p < 0.001. Overall, the model explained 48 % of the variance in exercise behavior (R² = 0.48). This study provided a new combination of psychological and behavioral constructs to explain how the process of social exclusion leads to inactivity in terms of physical activity. Social support was a mediating factor that can be implemented in school settings. This research explored how students are socially excluded from physical activity and the significant protective function of social support. Specifically, this research recommends that universities or medical health practitioners provide opportunities for interventions that work on inclusive group behaviors and build supportive university contexts for physical health initiatives alongside psychological well-being interventions.

社会排斥是大学生普遍存在的问题，其成因加剧了大学生的心理困扰和不良行为后果。本研究调查了大学生体育活动中社会排斥的普遍程度，重点研究了社会支持作为中介，并考察了自尊、校园社会环境和团体运动参与作为调节因子。采用横断面定量调查设计，通过系统抽样程序收集数据。调查以结构化的方式在线下和线上对1610名参与者进行了调查。采用SmartPLS 4的偏最小二乘结构方程模型（PLS-SEM）对数据进行分析。结果表明，社会排斥对运动行为有直接的负向影响，β (-0.41), p < 0.001。社会支持起中介作用，并被完全中介，β (0.36), p < 0.001。自尊心下降是社会排斥的结果，β (-0.38), p < 0.001，这种下降导致运动水平的减少。校园社会气候对校园社会气候有直接影响，β (0.33), p < 0.005；支持群体气候对减少社会排斥效应有直接影响，β (0.40), p < 0.001。总体而言，该模型解释了48%的运动行为差异（R²= 0.48）。这项研究提供了一个新的心理和行为结构的组合来解释社会排斥的过程是如何导致身体活动不足的。社会支持是一个中介因素，可以在学校环境中实施。本研究探讨学生体育活动被社会排斥的原因及社会支持的保护作用。具体来说，本研究建议大学或医疗保健从业者为包容性群体行为的干预提供机会，并在心理健康干预的同时，为身体健康倡议建立支持性的大学环境。

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引用次数: 0