大專校院學生正向心理與運動態度行為之相關研究

Abstract

緒論：隨著經濟水平和生活品質的提高，人們的生活方式逐漸從勞動轉變為坐式生活，長時間的活動不足導致各種文明病的增加，使得體態失調、抵抗力下降、肌肉流失與體力不足等現象普遍。加上現代生活步調快速和高壓環境，情緒緊繃，個人的內在狀態需要強化其調適能力來應對這種生活節奏。本研究旨在了解運動對大專校院學生心理層面的助益，希望藉由正向心理學探討運動態度行為及相關變項的關聯性，主要目的是了解大專校院學生在日常生活中遇到挫折時，是否能以正向態度和運動行為來有效解決問題。方法：本研究以2023-2024年在國內大專校院就讀的學生為研究對象，參與人數為810名（女=458，56.5 %）、男=352，43.5 %），採用立意抽樣方式並通過Google表單收集問卷。研究工具包括大專校院學生的個人基本資料、心理資本量表、體型身材看法量表、憂鬱情緒量表、運動態度與行為量表、運動參與阻礙量表、生活滿意度量表等。數據分析方法包括描述性統計、獨立樣本t檢定、變異數分析、皮爾森積差相關係數分析及多元迴歸分析。結果：（一）基本變項部分：在參與運動項目部分，以球類運動為最多264位（32.6%）、最少為水上運動44位（5.4%）；心理資本最高向度為復原力 （3.17±.59），最低向度為樂觀（2.95±.67）；體型身材看法最高向度為負面體型（2.65±.79），最低向度為體型自在（2.46±.76）；運動態度與行為最高向度為運動傷害防護（3.33±.56），最低向度為運動行為（2.77±.77）；憂鬱情緒最高向度為情緒向度（1.35±.82），最低向度為認知向度（.75±.70）；運動參與阻礙最高向度為個人責任因素（2.50±.92），最低向度為重要他人影響因素 （1.54±.72）；而生活滿意度平均分數為（4.17±1.29）有611人次（75.4%）高於平均數。（二）基本變項對正向心理部分：性別、運動項目、參與運動年資和每週運動平均練習時間對正向心理資本均呈現顯著差異，但年齡則無顯著差異性。（三）參與運動項目對運動態度行為及憂鬱情緒部分：參與運動項目對運動態度行為（運動認知情感、運動行為、運動傷害知識、運動量）和憂鬱情緒中的（人際關係）有顯著差異；其餘則無差異性。（四）正向心理與各變項部分： 正向心理資本中的復原力對運動態度行為有顯著影響，而自我效能、希望和樂觀則呈現部分顯著影響； 正向心理資本對運動參與阻礙有顯著影響；正向心理資本與憂鬱情緒呈現負相關；正向心理資本對生活滿意度有部分顯著影響。結論：本研究發現，大專校院學生的正向心理資本在不同個人基本變項之間存在顯著差異，且參與不同運動項目對運動態度行為和憂鬱情緒有部分顯著影響。正向心理資本的復原力對運動態度行為和運動參與阻礙有顯著影響，並與憂鬱情緒呈負相關，對生活滿意度有部分顯著影響。因此，提升大專校院學生的正向心理資本有助於養成良好的運動習性並減少憂鬱情緒。

Introduction: With the improvement of economic level and quality of life, people's lifestyles have gradually shifted from labor-intensive to sedentary. Prolonged physical inactivity has led to the increase of various civilization diseases, resulting in common phenomena such as body shape imbalance, decreased resistance, muscle loss, and physical weakness. In addition, the fast-paced and high-pressure modern lifestyle has caused emotional tension, and individuals need to strengthen their adaptability to cope with this life rhythm. This study aims to understand the psychological benefits of exercise for college students. It hopes to explore the relationship between exercise attitudes, behaviors, and related variables through positive psychology, with the main purpose of understanding whether college students can effectively solve problems with a positive attitude and exercise behavior when facing setbacks in daily life. Methods: The participants of this study were 810 students (female=458, 56.5%; male=352, 43.5%) studying in domestic colleges and universities in 2023-2024, selected through purposive sampling and surveyed through Google Forms. The research tools include college students' personal basic information, psychological capital scale, body shape and appearance scale, depression scale, exercise attitude and behavior scale, exercise participation barrier scale, and life satisfaction scale. The data analysis methods include descriptive statistics, independent sample t-test, analysis of variance, Pearson correlation coefficient analysis, and multiple regression analysis. Results: 1. Basic Variables: In terms of exercise participation, ball sports were the most common with264 participants (32.6%), while water sports were the least with 44 participants (5.4%). The highest dimension of psychological capital was resilience (3.17±.59), and the lowest was optimism (2.95±.67). The highest dimension of body shape and appearance was negative body shape (2.65±.79), and the lowest was body acceptance (2.46±.76). The highest dimension of exercise attitude and behavior was exercise injury prevention (3.33±.56), and the lowest was exercise behavior (2.77±.77). The highest dimension of depression was emotional dimension (1.35±.82), and the lowest was cognitive dimension (.75±.70). The highest dimension of exercise participation barriers was personal responsibility factors (2.50±.92), and the lowest was important others' influence factors (1.54±.72). 611 participants (75.4%) had a life satisfaction score above the average (4.17±1.29). 2. Basic Variables and Positive Psychology: Gender, exercise items, years of exercise participation, and average weekly exercise time showed significant differences in positive psychological capital, but age did not. 3. Exercise Items and Exercise Attitude/Behavior and Depression: Participation in different exercise items showed significant differences in exercise attitude and behavior (exercise cognitive-affective, exercise behavior, exercise injury knowledge, exercise amount) and the interpersonal relationship dimension of depression, but not in other dimensions. 4. Positive Psychology and Other Variables: The resilience of positive psychological capital had a significant impact on exercise attitude and behavior, while self-efficacy, hope, and optimism had partially significant impacts. Positive psychological capital had a significant impact on exercise participationbarriers, was negatively correlated with depression, and had a partially significant impact on life satisfaction. Conclusion: This study found that the positive psychological capital of college students showed significant differences in different personal basic variables, and participation in different exercise items had partially significant effects on exercise attitude and behavior and depression. The resilience of positive psychological capital had a significant impact on exercise attitude and behavior and exercise participation barriers, was negatively correlated with depression, and had a partially significant impact on life satisfaction. Therefore, enhancing college students' positive psychological capital can help cultivate good exercise habits and reduce depression.