原著論文
大学体育のストレスマネジメント効果に関する研究
－体育授業の効用認知尺度とストレス反応尺度の開発による検討－
キーワード:
university physical education classes,
effective cognition,
stress response,
stress management
2012 年 45 巻 p. 9-15
詳細
2012 年 45 巻 p. 9-15
The purpose of this study was to develop Effective Cognition Scale for University Physical Education Classes (ECSUPEC) and Stress Response Scale for University Physical Education Classes (SRSUPEC) and to examine the relationship between effective cognition variables of ECSUPEC and stress response variables of SRSUPEC. The subjects of 336 university students (male=172, female=164 ; mean age=19.63, SD=1.18) were asked to answer a questionnaire that was composed of socio-demographic questions, 30 effective cognition question items and 32 stress response question items, both of which were acquired from our preliminary survey in April, 2010. Exploratory factor analyses, confirmatory factor analyses and reliability analyses were conducted to develop the ECSUPEC and SRSUPEC. Multiple regression analyses were conducted to examine the correlation between ECSUPEC and SRSUPEC. The results of exploratory factor analyses identified a five-factor model with 20 items (“Diet Effect,” “Promotion for Interpersonal Relationship,” “Improvement of Feelings,” “Lifestyle Improvement,” and “Improvement of Exercise Ability”) on ECSUPEC and a four-factor model with 16 items (“Emotional Stress Response,” “Psychological Stress Response,” “Behavioral Stress Response,” and “Physical Stress Response”) on SRSUPEC. Confirmatory factor analyses and reliability analyses confirmed that both of the scales had satisfactory fit indices of structural validities and Cronbach's alpha coefficient reliabilities respectively. The results of multiple regression analyses that were set ECSUPEC as independent variables and SRSUPEC as dependent variables showed that the sub-scales of ECSUPEC (“Promotion for Interpersonal Relationship,” “Improvement of Feelings,” and “Improvement of Exercise Ability”) were significantly associated with the sub-scales of SRSUPEC. The results indicated that the students with higher effective cognition for physical education had lower stress response in physical education classes. Further research will be needed to examine the process of the effect of stress management on stress response in university physical education settings.
