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Abstract：
OBJECTIVE: This study investigates the association between physical exercise and emotion regulation abilities among college students, introducing self-efficacy as a mediating variable to analyze the pathway mechanism through which physical exercise affects emotion regulation abilities.
METHODS: A cross-sectional study design was employed, utilizing a stratified random sampling method to survey three colleges in Jiangsu Province, China. Physical Activity Rating Scale, Physical Activity Self-efficacy Scale, and Emotional Intelligence Scale were used to measure the college student population. Regression analysis and mediation tests assessed whether self-efficacy mediates the relationship between physical exercise and college students\' emotion regulation abilities. A total of 5,430 valid questionnaires were collected.
RESULTS: The distribution of college students\' physical activities was 77.0% for low, 13.1% for medium, and 9.3% for high levels. Physical activities were significantly and positively correlated with self-efficacy and emotional management abilities (r = 0.298,0.105;P<0.01), and self-efficacy was significantly and positively correlated with emotional management abilities (r = 0.322, P<0.01). Situational motivation and subjective support under self-efficacy were 0.08 and 0.255, respectively, and the adjusted R2 was 0.107. Self-efficacy played a fully mediating role between physical activities and emotional management abilities, with a total effect value of 0.032. The values of the direct and indirect effects were 0.003 and 0.029, accounting for 8.95% and 90.74% of the total effect, respectively.
CONCLUSIONS: The physical exercise behavior of college students is primarily characterized by low intensity. Physical exercise among college students can positively predict their ability to regulate emotions. Self-efficacy fully mediates the relationship between physical exercise and emotion regulation ability among college students. College students can indirectly influence their ability to regulate emotions through physical exercise and self-efficacy.
METHODS: A cross-sectional study design was employed, utilizing a stratified random sampling method to survey three colleges in Jiangsu Province, China. Physical Activity Rating Scale, Physical Activity Self-efficacy Scale, and Emotional Intelligence Scale were used to measure the college student population. Regression analysis and mediation tests assessed whether self-efficacy mediates the relationship between physical exercise and college students\' emotion regulation abilities. A total of 5,430 valid questionnaires were collected.
RESULTS: The distribution of college students\' physical activities was 77.0% for low, 13.1% for medium, and 9.3% for high levels. Physical activities were significantly and positively correlated with self-efficacy and emotional management abilities (r = 0.298,0.105;P<0.01), and self-efficacy was significantly and positively correlated with emotional management abilities (r = 0.322, P<0.01). Situational motivation and subjective support under self-efficacy were 0.08 and 0.255, respectively, and the adjusted R2 was 0.107. Self-efficacy played a fully mediating role between physical activities and emotional management abilities, with a total effect value of 0.032. The values of the direct and indirect effects were 0.003 and 0.029, accounting for 8.95% and 90.74% of the total effect, respectively.
CONCLUSIONS: The physical exercise behavior of college students is primarily characterized by low intensity. Physical exercise among college students can positively predict their ability to regulate emotions. Self-efficacy fully mediates the relationship between physical exercise and emotion regulation ability among college students. College students can indirectly influence their ability to regulate emotions through physical exercise and self-efficacy.
摘要：
目的:本研究调查大学生体育锻炼与情绪调节能力的关系,引入自我效能感作为中介变量，分析体育锻炼影响情绪调节能力的途径机制。
方法：采用横断面研究设计，采用分层随机抽样的方法，对江苏省三所高校进行了调查，中国。体力活动评定量表,体力活动自我效能感量表,采用情绪智力量表测量大学生群体。回归分析和中介测验评估了自我效能感是否在体育锻炼与大学生情绪调节能力之间的关系。共收集有效问卷5430份。
结果：大学生体力活动的分布为77.0%，介质为13.1%，和9.3%的高水平。体力活动与自我效能感和情绪管理能力呈显著正相关(r=0.298,0.105;P<0.01),自我效能感与情绪管理能力呈显著正相关(r=0.322,P<0.01)。自我效能感下的情境动机和主观支持分别为0.08和0.255,调整后的R2为0.107。自我效能在体育活动和情绪管理能力之间发挥着充分的中介作用,总效应值为0.032。直接效应和间接效应的值分别为0.003和0.029,分别占总效应的8.95%和90.74%,分别。
结论：大学生的体育锻炼行为主要表现为低强度。在大学生中进行体育锻炼可以正向预测其调节情绪的能力。自我效能感在大学生体育锻炼与情绪调节能力之间的关系中发挥着充分的中介作用。大学生可以通过体育锻炼和自我效能感间接影响其调节情绪的能力。
方法：采用横断面研究设计，采用分层随机抽样的方法，对江苏省三所高校进行了调查，中国。体力活动评定量表,体力活动自我效能感量表,采用情绪智力量表测量大学生群体。回归分析和中介测验评估了自我效能感是否在体育锻炼与大学生情绪调节能力之间的关系。共收集有效问卷5430份。
结果：大学生体力活动的分布为77.0%，介质为13.1%，和9.3%的高水平。体力活动与自我效能感和情绪管理能力呈显著正相关(r=0.298,0.105;P<0.01),自我效能感与情绪管理能力呈显著正相关(r=0.322,P<0.01)。自我效能感下的情境动机和主观支持分别为0.08和0.255,调整后的R2为0.107。自我效能在体育活动和情绪管理能力之间发挥着充分的中介作用,总效应值为0.032。直接效应和间接效应的值分别为0.003和0.029,分别占总效应的8.95%和90.74%,分别。
结论：大学生的体育锻炼行为主要表现为低强度。在大学生中进行体育锻炼可以正向预测其调节情绪的能力。自我效能感在大学生体育锻炼与情绪调节能力之间的关系中发挥着充分的中介作用。大学生可以通过体育锻炼和自我效能感间接影响其调节情绪的能力。
