Cross lagged model analysis of the relationship between physical exercise, academic performance, and aggressive behavior in junior high school students
10.16835/j.cnki.1000-9817.2024244
- VernacularTitle:初中生攻击行为体育锻炼和学习成绩关联的交叉滞后分析
- Author:
XU Jiuyang, ZHU Yao, ZHU Hao, CHEN Weiguo, LIU Yi, ZHU Fengshu
1
Author Information
1. School of Business, Tongda College of Nanjing University of Posts and Telecommunications, Yangzhou (225127) , Jiangsu Province, China
- Publication Type:Journal Article
- Keywords:
Aggression;
Exercise movement techniques;
Learning;
Mental health;
Students
- From:
Chinese Journal of School Health
2024;45(8):1091-1095
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To investigate the causal relationship between junior high school students aggressive behavior, physical exercise and academic performance, so as to provide a reference basis for the development of scientific exercise programs.
Methods:A longitudinal followup study was conducted on 502 junior high school students over a 12month period from June 2021 to June 2022 using the Buss-Perry Aggressive Questionnaire (BPAQ), Physical Activity Questionnaire for Adolescents (PAQ-A), and test scores as the measurement tools (T1:June 2021, T2:December 2021, T3:June 2022), and a crosslagged model was constructed to measure the relationship between aggression, physical activity and academic performance.
Results:At T1, physical exercise had a positive effect on academic performance at T2 (β=0.22) and a negative effect on aggressive behavior at T2 (β=-0.13), aggressive behavior negatively affected academic performance at T2 (β=-0.23), and academic performance had a negative effect on aggressive behavior at T2 (β=-0.09). Physical exercise at T2 had a negative effect on aggressive behavior at T3 (β=-0.05) and a positive effect on academic performance at T3 (β=0.19). Aggressive behavior at T2 negatively influenced academic performance at T3 (β=-0.08). Academic performance at T2 negatively influenced aggressive behavior at T3 (β=-0.06) (P<0.05). The results of crosslagged modeling of junior high school students aggressive behavior, physical exercise and academic performance showed that the model was well fitted (χ2/df=8.80, CFI=0.96, NFI=0.95, RFI=0.87, IFI=0.96, TLI=0.88, RMSEA=0.12). The results of multigroup structural equation modeling showed that the differences between the models and the baseline model (CFI=0.95, TLI=0.86, RMSEA=0.10, 90%CI=0.08-0.11, P<0.01) were not statistically significant in terms of gender (△CFI<0.05, P>0.05).
Conclusions:Physical exercise negatively predictes aggressive behavior and positively predictes academic performance, and academic performance and aggressive behavior negatively affect each other. A scientific exercise program should be developed to reduce aggression and effectively improve adolescents academic performance.
