A Study Of The Effects Of Physical Exercise On The Academic Self-efficacy, The Cognitive Assessment On Academic Pressure And The Coping Strategies On Academic Pressure Of The Jounior High Students In Jiangsu Province

This research gives a relatively systematic analysis on the studies at home and abroad about the basic process of stress response and the relationship between Physical exereise and stress response of the indicators of the process.The research explore the relationship between the physical exereise and junior high school students academic self-efficacy, cognitive assessment on academic pressure and coping strategise on academic pressure By the research methods of literature, questionnaire survey, mathematical statistics,and so on. This research propose and validate the model that physical exereise take impact on coping strategies of academic pressure through the academic self-efficacy, cognitive assessment of academic pressure.In this study, there are 1200 junior high school students have been chosen in Jiangsu province students. delaminating sampling are eombined to make a survey on the relationship between Physieal exercise and the academic self-efficacy, cognitive assessment on academic pressure and coping strategise on academic pressure . a total of 1103 valid questionnaires were recovered,Next,take the grade difference and gender classification as the control variable,as they both have impact on the academic self-efficacy, cognitive assessment on academic pressure and coping strategise on academic pressure . the relationship between Physical exereise andthe academic self-efficacy, cognitive assessment on academic pressure and coping strategise on academic pressure . has undergone the multiple covariance analysis and multiple analysis of variance with the results as follows : (1) grade on one's own initiative or otherwise has an obvious impact upon each layer of The academic self-efficacy of the jouior high school students. gender on one's own initiative or otherwise has an obvious impact upon each layer of the academic self-efficacy of the jouior high school students. the interaction between grade and gender hasn't conspicuous effeet (2) grade on one's own initiative or otherwise has an obvious impact upon each layer of the cognitive assessment on academic pressure of the jouior high school students. gender on one's own initiative or otherwise hasn't an obvious impact upon each layer of the cognitive assessment on academic pressure of the jouior high school students. the interaction between grade and gender hasn't conspicuous effeet(3) grade on one's own initiative or otherwise hasn't obvious impact upon each layer of the coping strategise on academic pressure of the jouior high school students. gender on one's own initiative or otherwise hasn't obvious impact upon each layer of the coping strategise on academic pressure of the jouior high school students. the interaction between grade and gender hasn't conspicuous effeet (4) exercise capacity on one's own initiative or otherwise has an obvious impact upon each layer of the academic self-efficacy of the jouior high school students. duration of Physical exereise on one's own initiative or otherwise has an obvious impact upon each layer of the academic self-efficacy of the jouior high school students. the interaction between exereise capacity and the duration of physical exereise also has conspicuous effeet.(5) exercise capacity on one's own initiative or otherwise has an obvious impact upon each layer of the cognitive assessment on academic pressure of the jouior high school students. duration of physical exereise on one's own initiative or otherwise has an obvious impact upon each layer of the cognitive assessment on academic pressure of the jouior high school students. the interaction between exereise capacity and the duration of Physical exereise also has conspicuous effeet.(6) exercise capacity on one's own initiative or otherwise hasn't an obvious impact upon each layer of the coping strategise on academic pressure of the jouior high school students. duration of physical exereise on one's own initiative or otherwise has an obvious impact upon each layer of the coping strategise on academic pressure of the jouior high school students. the interaction between exereise capacity and the duration of physical exereise also has conspicuous effeet.(7) The result of structural equation modeling analysis provides support for the revised theoretical hypothesis model. Conclusions of this study are as follows:(1)grade on one's own initiative or otherwise has an obvious impact upon each layer of the academic self-efficacy and the cognitive assessment on academic pressure of the jouior high school students. The academic self-efficacy, capacity-efficacy, adaptation-efficacy, behavioral control efficacy, academic pressure on cognitive appraisal, competency assessment, evaluation challenges of first grade's students was significantly higher than the other grades,there was't difference between the second grade and the third grade.(2) gender on one's own initiative or otherwise has an obvious impact upon each layer of the academic self-efficacy and the coping strategise on academic pressure of junior high school students . The academic self-efficacy, behavioral control and adaptation efficacy efficacy of girls was significantly higher than boys. The passive strategy of boys was significantly higher than girls.(3) the exercise capacity and the duration of physical exereise on one's own initiative or otherwise has an obvious impact upon each layer of the academic self-efficacy ,the cognitive assessment on academic pressure and the coping strategise on academic pressure of the jouior high school students. The effect of moderate physical exercise on the volume of capacity-efficacy, adaptation-efficacy, competence evaluation, the passive strategy is better than the small amount of exercise's and the big amount of exercise's. The effect of More than 12 weeks'physical exercise on capacity-efficacy, behavioral control efficacy, competence assessment, threat assessment, proactive strategy, the passive strategy is better than the following eight weeks'and 8-12 weeks'. The effect of More than 12 weeks'physical exercise and moderate physical exercise on the strategy of active and passive strategies are obvious.(4)Physical exercise has no direct impact on the coping strategise on academic pressure of the jounior high school students,but indireetly gives impact with the academic self-efficacy and the cognitive assessment on academic pressure.