체육활동이 대학생 심리적 탄력성과 주관적 행복감에 미치는 영향에 관한 연구

엽동해 신한대학교 대학원 2021 국내박사

The results of Werner and Smith's 30-year follow-up study on the development of children in high-risk environments in the 1950s triggered the introduction of the concept of mental resilience, making it gradually accepted by scholars as a research topic. The complexity and profound significance of mental resilience have greatly stimulated the enthusiasm of researchers. Therefore, the research field of mental resilience has emerged one after another. From the exploratory research of phenomenology to the systematic practical research, from the single qualitative research to the combination of qualitative and quantitative research, the research of mental resilience has made remarkable achievements. However, the research of mental resilience is also under the focus of attention, and its deficiencies are also fully revealed: although the explanatory models derived from different civilizations, social systems and traditional cultures have been put forward one after another, most of them are difficult to get universal recognition. As a result, the concept of elasticity and measurement tools are still under constant debate. The general significance and basic theory construction is still to be solved. Some forward-looking scholars have focused on the impact of disparate external factors on individuals. Some of them have studied physical exercise, mental resilience and subjective well-being. In the past, studies on mental resilience and subjective well-being have been conducted from the perspective of the West. It will be a new idea for future research whether to obtain theoretical inspiration from China, a long-established civilization, and whether to participate in the research from the perspective of college students, a special group, participating in physical exercise. The further the study goes, the more complex the risk or protective factors that researchers have identified, and the unknowable variables that are most likely to contribute to the intervention have been ignored. Seeking the most effective factor and the most essential factor is of great significance to the intervention research. The purpose of this study is to combine the effects of physical activities on mental resilience and the changes of subjective well-being through experimental methods. Under the background of the new era, the correlation between physical activity, mental resilience and subjective well-being has not been deeply explored, and there is also a lack of systematic research on the structure of mental resilience of college students. Based on the theoretical results of previous studies, this study proposes to explore the relationship between different types of sports and the psychological resilience and subjective well-being of contemporary college students from the fields of traditional culture, social system, physical education, psychology and pedagogy. Search the resilience of the profound traditional culture connotation, refined new psychological elastic concept and characteristics of preparation of individual mental resilience scale for college students, from the character of college students' mental flexibility, elasticity and subjective well-being in college students' mental and college students' psychological development features, trying to build college students' psychological elastic development model, To find out the main factors of physical activities affecting the psychological resilience of college students and the change of subjective well-being and the methods to solve the problems, and further explore the mediating role of mental resilience in different intervention methods affecting subjective well-being. The characteristics of physical education discipline can play a positive role in college students' mental health education, can shape good individual psychological characteristics, promote individual mental health level, and contribute to the cultivation of personality from various aspects. Physical activities can not only strengthen physical fitness, but also cultivate morality, intelligence and beauty. Cultivate sports spirit, develop a good life attitude and life style, and effectively improve the coefficient of individual mental resilience. How to classify different types of physical activities and what kind of impact physical activities will have on the psychology of college students have been the subject of endless debate in the academic circle. From the perspective of experiment, this study searched for the influence of physical activities on the mental resilience of college students and the change of subjective well-being, clarified the relationship among physical activities, mental resilience and subjective well-being, and found the answer to the question. The study found that the daily sports activities of college students are mainly dominated by skills and physical fitness, which is also the focus of this study. The main forms of college students' participation in physical activities are college physical education classes, after-school physical activities, sports associations, sports and fitness clubs, etc. In order to facilitate the control of experimental variables, this study takes college sports optional classes of freshmen as the main forms of physical activities. At present, there are not many studies on the relationship between physical activities, mental resilience and subjective well-being in different sports at home and abroad, and more and more studies have confirmed the correlation between the three. Ye Donghai (2020) The difference of overall mental resilience of college students is significant; The time of physical activity is directly proportional to the improvement of college students' mental resilience, and there is no sequential effect among different types of courses. Interests and hobbies in the course of physical activities play an important mediating role in improving college students' mental resilience. Gilligan (1995) believed that the mental resilience of some college students could be improved through various forms including physical exercise. It can be seen that physical exercise can play a positive role in strengthening the psychological resilience of college students. Yan Xiaofeng (2014) has proved through experiments that individuals engaged in heavy physical exercise load have a higher level of mental resilience. American scholar Kabir (1999) pointed out in his academic report that participating in physical exercise can promote the cultivation of mental resilience of the organism and have a positive helping effect on individual physical and mental health, but this influence is limited by conditions. There are also some domestic researchers using mental resilience as a mediating variable to study the effects of physical exercise on stress coping or other aspects of mental health. Most studies show that regular physical activity is one of the important means to promote individual mental health level. Sports activities of different events are helpful for participants to maintain a positive emotional state, correctly deal with the inevitable difficulties and setbacks in life, and give full play to their potential. Therefore, to explore the relationship between physical activities and mental resilience is of great significance to the healthy growth of college students. The Chinese government has always attached great importance to the physical and mental health of college students. On May 6, 2016, the General Office of the CPC Central Committee and the State Council issued the Opinions on Strengthening School Physical Education to Promote the Comprehensive Development of Students' Physical and Mental Health. The Opinions pointed out: To improve the school physical exercise system, schools should include students' regular physical activities in the teaching plan, included in the schedule of work and rest, linked with the school physical education class, and effectively ensure that students every day one hour of campus physical activities implemented. According to the strategic theme of "insisting on people-oriented and implementing comprehensive quality education" in the Outline of the National Medium and Long Term Education Reform and Development Plan (2010-2020), and in combination with the needs of The Times in the development of the "new normal" of Chinese society, college students' health education, especially mental health education, should have a new orientation. All localities should regularly carry out a series of sunshine sports activities and mass extra-curricular physical exercise activities with the theme of "get off the Internet, get out of the dormitory and go to the playground", so as to form a system of regular extra-curricular physical exercise for college students covering both inside and outside the school. The participation of college students in physical exercise is issued as a government document, from which we can also see the role of regular physical activities in improving the physical and mental health of college students. In the existing studies, most scholars believe that physical activities contribute to the positive psychology of individuals, which can promote exercisers to adopt positive coping styles and reduce the application of negative coping styles. Moreover, physical activities contribute to the improvement of individual self-efficacy. Then, whether physical activity can improve the individual mental resilience of college students, whether there is a correlation between the two, if there is a positive correlation or negative correlation, whether regular physical activity can predict the mental resilience of college students, whether there is a difference between the two, whether there is a mediating variable, etc., Based on this, advances the relationship between sports and college students' mental flexibility research, through in-depth to explore all kinds of sports activities and the relationship between psychological elasticity, as well as the sports intermediary variables affecting mental flexibility, in order to improve college students' mental flexibility to find new ways and means, to perfect and enrich exercise psychology theory to provide the reference and basis. The study is divided into two parts: Study 1: The structure and characteristics of college students' mental resilience were investigated by empirical research, and the scale of college students' mental resilience was constructed. The results show that :(1) College students' mental resilience is composed of cognitive dimension and control dimension. The cognitive dimension includes self-confidence, understanding, resilience, acceptance, family perception and initiative factors. The control dimension includes learning mastery, sense of control, mental adjustment, sense of purpose, sense of existence and interpersonal interaction factors. (2) The self-designed college students' mental resilience questionnaire has good reliability and validity; (3) In general, college students score higher in the cognitive dimension of resilience, but lower in the control dimension; (4) The model has a good degree of fit, and mental resilience plays an important regulating role in the development of college students. Research 2: Based on different forms of college students participating in different sports activities, based on educational psychology, sports training theory. Using the methods of literature, investigation, experiment and mathematical statistics, this paper studies the influence of physical activities on college students' mental resilience and the change of subjective well-being. There were significant differences in the overall mental resilience and subjective well-being of college students before, during and after the experiment. During physical exercise It is directly proportional to the increase of psychological resilience and subjective well-being of college students, and there is no sequential effect of different types of sports optional courses. Mental resilience in different types of sports plays an important mediating role in improving subjective well-being of college students. The results show that :(1) the longer the duration of skills-oriented and physics-oriented physical activities is, the better the effect of improving college students' mental resilience and subjective well-being is. The experiment on the influence of different sports activities on mental resilience and subjective well-being of college students, the experimental group continuously participated in :8 weeks and 16 weeks, 2 times a week of moderate intensity exercise, the results show that the 16 weeks of significant correlation, while the 8 weeks of correlation is not obvious. (2) The interaction of different sports activities on the level of mental resilience and subjective well-being, as well as the sub-dimensions, time and group were different in significant degree. Through effect analysis and multiple comparisons, in the impact of physical activities on mental resilience and subjective well-being, the skills-led group of college students is significantly better than the performance-led group of physical activities, the skills-led group of mixed physical activities and the control group. (3) All sports activities can effectively reduce the individual anxiety of college students, promote their physical and mental health and enhance their subjective well-being. (4) Through the research, it is found that "mental resilience" plays an important mediating role in the improvement of college students' happiness in the skills-oriented sports activities, while "mental resilience" does not play a mediating role in the improvement of college students' happiness in the physical-oriented and mixed sports activities. The results have positive significance for sports activities to improve college students' sense of well-being. Werner와 Smith가 1950년대 고위험 환경에서의 아동 발달에 관한 30년 추적에서 심리적 탄력성의 개념을 제시하면서 심리적 탄력성이 연구 과제로 점차 주목받기 시작하였다. 심리적 탄력성의 복잡성과 깊은 의의는 연구학자들의 열정을 크게 북돋았고, 이로 인해 심리적 탄력성 연구의 물결이 일면서 현상학의 탐색적 연구부터 체계적인 실천적 연구, 단일 양적 연구에서 양적 연구와 질적 연구의 결합으로 이어지는 심리적 탄력성 연구는 주목할 만한 성과를 거두었다. 그러나 심리적 탄력성 연구도 지나친 주목 하에 서로 다른 문명, 사회체제, 전통문화에서 비롯된 해석의 모형이 잇따라 제시되고 있지만 대부분 보편적으로 인정받기 어려워 연구의 한계점과 제한점이 단적으로 드러난다. 또한 탄력성 개념, 측정 도구 논란도 계속되고 있는데 보편적이고 기초적인 이론구축은 여전히 해결해야 할 과제로 남아있다. 일부 유망한 학자들은 다른 시각으로 외부 요인이 개체에 미치는 영향을 보고 있으며, 그중 일부는 체육 단련과 심리적 탄력성, 주관적 행복감 등의 관점에서 연구를 하고 있다. 본 연구는 다양한 유형의 체육 활동이 심리적 탄력성에 미치는 영향 및 주관적 행복감 변화를 실험을 통해 유익한 시도를 할 수 있도록 하는 것을 목적으로 한다. 새로운 시대적 배경 하에 다양한 체육 활동, 심리적 탄력성과 주관적 행복감의 상관관계가 깊이 규명되지 않았고, 대학생들의 심리적 탄력성에 대한 체계적인 연구도 부족했다. 따라서 이전 연구의 이론적 성과에 근거하여, 본 연구는 전통문화, 사회체제, 체육학, 심리학, 교육학 등의 분야에서 현시대 대학생의 심리발전에 있어서 운동프로그램과 대학생의 심리적 탄력성과 주관적 행복감 사이의 상관관계를 제시한다. 전통문화 속 심리적 탄력성의 깊은 함의를 탐색하여 새로운 심리적 탄력성의 개념과 특점을 제시하고 대학생에게 적합한 개인별 심리적 탄력성표 작성, 대학생의 심리적 탄력성과 주관적 행복감 및 대학생 심리발전의 특징에 대한 다각적인 고찰, 대학생의 심리적 탄력성 발전모델 구축을 시도하여, 체육활동이 대학생의 심리적 탄력성 및 주관적 행복감 변화에 미치는 주요 요인 및 문제해결 방법을 모색하고 심리적 탄력성이 다양한 변수의 개입 하에 주관적 행복감에 대한 조절효과를 연구한다. 체육학과의 특성은 대학생의 심리 건강 교육에 긍정적인 작용을 일으키며 양호한 개인 심리 상태를 만들고 개인의 심리 건강 수준을 촉진하며, 다방면으로 인성을 배양하는데 도움을 줄 수 있다. 체육활동은 신체를 튼튼하게 할 뿐만 아니라 덕, 지, 미, 체육 정신을 배양하고 양호한 생활 태도와 생활 방식, 효과적인 개인 심리 탄력성 지수를 높일 수 있다. 과연 체육활동이 어떻게 분류되고 체육활동이 대학생들의 심리에 어떤 영향을 미칠지 학계의 논란이 끊이지 않고 있는데 본 연구는 다양한 유형의 체육활동이 대학생의 심리적 탄력성 및 주관적 행복감 변화에 미치는 영향을 실험적 관점에서 찾아내고, 체육활동, 심리적 탄력성, 주관적 행복감의 3자 관계를 정리하여 질문에 대한 답을 찾아낸다. 대학생들이 일상적으로 참여하는 체육활동이 기능과 체력 주도 위주로 이뤄지고 있다는 점도 이번 연구의 중점이다. 대학생의 체육활동 참여는 대학 체육수업, 방과 후 체육활동, 체육 동아리, 체육 헬스클럽 등이 주를 이루며, 실험 변수의 통제를 용이하게 하기 위해 대학 신입생 대학 체육선택 과목을 체육활동의 주요 형태로 한다. 그렇다면 체육활동이 대학생 개개인의 심리적 탄력성을 높여줄 수 있는지, 둘 사이에 어떤 상관관계가 있는지, 있다면 정의 관계인지 부의 관계인지, 정기적인 체육활동과 대학생의 심리적 탄력성 둘 사이에 조절변수가 있는지 등을 기초하여 체육활동과 대학생의 심리적 탄력성 상관관계를 연구하고, 다양한 유형의 체육활동과 심리적 탄력성의 상관관계를 심도 있게 검토하여 대학생들의 심리적 탄력성을 높이는 방법을 제시하며 심리학 연구에 참고와 의거를 제시할 예정이다. 연구는 크게 두 부분으로 나뉜다. 연구1: 실증연구를 통해 대학생의 심리적 탄력성의 구조와 특징을 고찰하고 대학생 심리 탄력표를 구축했다. 연구에 따르면 (1) 대학생의 심리적 탄력성은 인지적 척도와 제한적 척도로 구성되며, 인지적 척도에는 자신감, 깨달음, 강인성, 수용성, 가족감지, 능동적 인자가 포함되며, 제한적 척도에는 학습, 통제감, 마음가짐 조절, 목적감, 존재감 및 인간관계 상호요인이 포함된다. (2) 직접 작성한 대학생의 심리적 탄력성 설문지는 높은 효율성과 믿음성을 제공하였다. (3) 전체적으로 대학생들은 핵심 심리적 탄력성에서는 인지적 측면에서 비교적 높은 점수를 받고 있으며, 그 이외 제한적 측면에서 비교적 낮은 점수를 받았다. (4) 구축된 모델은 비교적 좋은 적합성을 가지고 있으며 심리적 탄성은 대학생의 발전에 중요한 조절 작용을 한다. 연구 2 : 대학생들의 다양한 체육 활동 참여에 기초한 교육심리학, 운동훈련학 이론을 바탕으로 한다. 문헌고찰분석, 조사 분석, 실험분석, 실증분석 등의 연구방법을 활용하여 체육활동이 대학생의 심리적 탄력성에 미치는 영향과 주관적 행복감의 변화를 연구한다. 실험 전후 대학생들의 전반적인 심리적 탄력성과 주관적 행복감의 차이가 두드러지고, 체육 단련 시간은 대학생들의 심리적 탄력성과 주관적 행복감 수준이 높아지는 것과 비례해 체육 과목의 선택과목은 순차적 효과가 없으며, 체육활동에서는 '심리적 탄력성'이 대학생들의 주관적 행복감 향상에 중요한 조절 역할을 한다. 연구에 따르면, (1) 기능 위주의 운동, 체력 위주의 운동 체육활동이 길어질수록 대학생들의 심리적 탄력성과 주관적 행복감의 효과가 크다. 대학생의 체육활동은 심리적 탄력성과 주관적 행복감 실험에 영향을 미치는 것으로 실험 팀이 8주와 16주, 주 2회 중강도 운동에 연속 참여한 결과, 16주는 뚜렷한 상관관계를 보인 반면에 8주 연관성은 뚜렷하지 않았다. (2) 체육 활동은 심리적 탄력성과 주관적 행복감 수준 및 각 하위 척도에 대한 시간적 상호작용이 현저하게 다르다. 효과 분석 다중 비교를 실시해 체육활동이 심리적 탄력성과 주관적 행복감에 미치는 영향에서 기능 위주 운동 체육 활동 팀 대학생은 체력 위주 운동 체육 활동 팀, 기능+체력 결합 활동 팀 및 기타 팀보다 현저히 좋은 것으로 나타났다. (3) 모든 유형의 체육활동은 대학생 개개인의 불안감을 덜어주고 심신의 건강과 주관적 행복감을 높이는 데 효과적이다. (4) 기능을 주도적으로 하는 체육 활동의 경우 '심리적 탄력성'이 대학생의 행복감을 높이는 데 중요한 조절 역할을 하고, 체력 주도유형과 혼합 체육 활동의 경우 '심리적 탄력성'이 대학생의 행복감 향상 조절 역할을 하지 않는다는 사실을 밝혀냈다. 본 실험 결과는 체육활동이 대학생들의 행복감을 높이는 데 긍정적인 역할을 할 것으로 기대된다.