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学业压力下的大学生体育锻炼坚持性与心理控制源的交互作用机制：基于增强型模糊认知图模型的系统分析
李栋, 毛舟杰
首都体育学院学报 ›› 2025, Vol. 37 ›› Issue (6) : 687-701.
PDF(1653 KB)
PDF(1653 KB)
学业压力下的大学生体育锻炼坚持性与心理控制源的交互作用机制：基于增强型模糊认知图模型的系统分析
Reciprocal Mechanisms of Exercise Adherence and Psychological Locus of Control Among University Students Under Academic Stress: A Systematic Analysis Based on Enhanced Fuzzy Cognitive Map Model
目的：探究大学生体育锻炼坚持性的内在动力机制，探究学业压力与心理控制源之间的交互作用，特别关注调控机制与反作用效应，为高校体育教师精准干预大学生体育锻炼提供理论支撑。方法：构建包含调控路径与反作用路径的心理-行为闭环模型，使用增强型模糊认知图方法进行系统建模与仿真分析。向浙江省5所高校374名大学生发放了问卷，通过实证检验、敏感性分析、路径消融实验和交互分组分析，探究变量之间的动态因果关系。结果显示：1）学业压力与体育锻炼坚持性显著负相关（r=-0.315，p<0.01）；2）心理韧性与体育锻炼坚持性（r=0.597，p<0.01）、时间管理能力与体育锻炼坚持性（r=0.556，p<0.01）均显著正相关；3）心理韧性调节路径权重为0.169，时间管理能力调节路径权重为0.098；4）学业压力的敏感性系数为-0.014，说明对体育锻炼坚持性存在显著的抑制效应，而心理韧性和时间管理能力的敏感性系数分别为0.020和0.021，说明对体育锻炼坚持性均具有促进作用；5）在学业压力大的情况下，完整增强型模糊认知图模型计算得出的体育锻炼坚持性预测值为3.898；6）在不同学业压力下，有反作用路径模型计算得出的体育锻炼坚持性预测值均大于无反作用路径模型计算得出的体育锻炼坚持性预测值；7）心理韧性与时间管理能力不同的被试的体育锻炼坚持性存在差异，心理韧性强、时间管理能力弱的被试的学业压力与体育锻炼坚持性显著正相关（相关系数为0.536，p=0.012，n=21）。结论：1）体育锻炼坚持性对心理控制源的反作用路径对人体系统产生的作用显著于心理控制源对体育锻炼坚持性的调节路径，表明体育锻炼坚持性不仅是心理控制源的外显结果，更是心理控制源自洽的重要来源；2）心理控制源组合呈现出非线性交互效应，特别是心理韧性强、时间管理能力弱的被试存在反向补偿效应，说明在调节心理控制源的情况下，学业压力可能会转化为坚持体育锻炼的动力；3）增强型模糊认知图模型能有效分析心理-行为的复杂动态特征，实现了对非线性关系的量化分析（模型预测效度为r=0.469，p<0.001）。
Objective: To explore the intrinsic motivational mechanisms underlying university students’exercise adherence, investigate the interactive effects between academic stress and psychological locus of control, with particular focus on moderating mechanisms and feedback effects, thereby providing theoretical support for targeted exercise interventions in higher education.Methods: A “psychological-behavioral closed-loop” model incorporating moderating pathways and feedback pathways was constructed and analyzed using Enhanced Fuzzy Cognitive Map methodology. Questionnaires were administered to 374 university students across five institutions in Zhejiang Province. Dynamic causal relationships among variables were examined through empirical validation, sensitivity analysis, path ablation experiments, and interaction subgroup analysis.Results: 1) Academic stress was significantly negatively correlated with exercise adherence (r=-0.315, p< 0.01). 2) Both psychological resilience (r= 0.597, p <0.01) and time management ability (r= 0.556, p<0.01) were significantly positively correlated with exercise adherence. 3) The moderating pathway weight of psychological resilience was 0.169, while that of time management ability was 0.098. 4) The sensitivity coefficient of academic stress was -0.014, indicating a significant inhibitory effect, whereas the sensitivity coefficients of psychological resilience and time management ability were 0.020 and 0.021 respectively, indicating significant facilitative effects. 5) Under high academic stress conditions, the exercise adherence level after system convergence in the complete Enhanced Fuzzy Cognitive Map model reached 3.898. 6) Across different academic stress levels, predicted exercise adherence values from the model with feedback pathways consistently exceeded those from the model without feedback pathways. 7) Participants with different combinations of psychological resilience and time management ability exhibited differences in exercise adherence; notably, those with high psychological resilience and low time management ability showed a significant positive correlation between academic stress and exercise adherence (r = 0.536, p= 0.012, n= 21).Conclusions: 1) The feedback pathways from exercise adherence to psychological locus of control exerted greater effects on the individualsystems than the moderating pathways from psychological locus of control to exercise adherence, indicating that exercise adherence is not merely an overt outcome of psychological locus of control but also a critical source for its self-consistency. 2) Combinations of psychological locus of control exhibited nonlinear interactive effects; particularly, the“reverse compensation effect”observed in participants with high psychological resilience and low time management ability suggests that under certain configurations of psychological locus of control, academic stress may be transformed into motivation for exercise adherence. 3) The Enhanced Fuzzy Cognitive Map model effectively analyzed the complex dynamic characteristics of psychological-behavioral interactions, achieving quantitative analysis of nonlinear relationships (model predictive validity: r = 0.469, p< 0.001).
模糊认知图 / 心理-行为闭环 / 学业压力 / 心理韧性 / 时间管理 / 体育锻炼坚持性
fuzzy cognitive map / psychological-behavioral closed-loop / academic stress / psychological resilience / time management / exercise adherence
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