The Influence Of Explicit Sport-Gender Stereotype On Physical Exercise And Attribution Style Of Non-Sport Major College Students

As a new force of the future society,college students’ physical health is decreasing year by year and lack of exercise is the mainly reason which lead to the current situation especially in girls.In sports domain,gender stereotype has existed in public,and it is generally accepted that the sports learning capacity of women is considered inferior to men.This kind of gender stereotype may have influenced college students’ physical exercise behavior and attribution style,meanwhile attribution style has influenced people’s involvement and persistence on something.Therefore,the purpose of this study is to investigate and explore the status and characteristics of non-sport college students’ gender stereotype in sports,physical exercise behavior and attribution style.Using the questionnaire method with stratified random sampling as the mainly research method in this study,choosing sports-gender stereotype questionnaire,exercise behavior questionnaire and attribution style questionnaire as the investigation tool to explore the relationships between the three and discuss the mediating effect of attribution style on sports-gender stereotype and exercise behavior.The findings are summarized as follows:1.Non-sport college students’ sports-gender stereotype is at a low level;exercise behavior is at a moderate level;the dimensions of attribution style shows that the score from high to low as: exercise motivation,state of physical,exercise environment and exercise atmosphere.2.Viewed from demographic variables,the study find that men scores are significantly higher than women in sports-gender stereotype and exercise behavior,there is no significant difference in attribution style;countries’ scores are significantly higher than cities’ in sports-gender stereotype,there is no significant difference in exercise behavior and attribution style;freshmen scores are the highest,followed by junior,sophomore and senior,there is no significant difference in sports-gender stereotype and attribution style;science and engineering students’ scores are significantly higher than literary and history students’ and the others’ in sports-gender stereotype and exercise behavior,in addition,literary and history students’ scores are significantly higher than science and engineering students’ and the others’.3.Exercise behavior and attribution style are negatively correlated with sports-gender stereotype;exercise behavior is positively correlated with exercise motivation,state of physical and exercise environment in attribution style,and negatively correlated with exercise atmosphere.4.In dominant exercise behavior,different levels of sport-gender stereotype have no significant influence on boys,but high score group of sport-gender stereotype have deeper negative influence on girls than low score group;in recessive exercise behavior,high score group of sport-gender stereotype have deeper negative influence on college students than low score group especially girls;in attribution style,low score group of sport-gender stereotype is more likely attribute to exercise motivation and state of physical,next is exercise environment and there is no significant influence on exercise atmosphere.5.Sports-gender stereotype negatively predict exercise behavior and attribution style.In the influence of sports-gender stereotype and dominant exercise behavior,mediating effect test find that attribution of exercise motivation and state of physical have a full mediating effect,and exercise environment have a partially mediating effect between sports-gender stereotype and dominant exercise behavior;In the influence of sports-gender stereotype and recessive exercise behavior,mediating effect test find that attribution of exercise motivation,exercise environment and state of physical have a masking effect.6.Based on the influence of gender Stereotype on physical exercise and attribution style of non-Sport Major College students,the study proposes the following recommendations: establish the correct gender conception and reduce the gender stereotype in external environment;form a healthy exercise atmosphere in school and guide students to actively participate in exercise;guide students to make right attribution and eliminate the unhealthy emotion.