心肺適能與壓力知覺水準對國中生學業表現的探討

The Imapct of Aerobic Fitness and Self-Perceived Stress on Academic Performance in Junior High School Students

10.6569/NTUJPE.201403_(26).0006

陳玉英(Yu-Ying Chen)；王中邦(Chung-Pang Wang)；方進隆(Chin-Lung Fang)

青少年 ； 有氧適能 ； 心肺適能 ； 學業表現 ； 壓力知覺 ； adolescence ； aerobic fitness ； cardiovascular fitness ； academic performance ； self-perceived stress

臺大體育學報

26輯（2014 / 03 / 01）

71 - 81

繁體中文

目的：本研究旨在探討心肺適能和壓力知覺水準與學業表現的關係，並比較不同心肺適能與壓力知覺程度的學生在學業表現的差異情形。方法：以新北市某國中101學年度九年級學生為研究對象，共計369人（男生196位，女生173位）。在段考前一個月測量心肺適能（男1600公尺、女800公尺跑走測驗）和壓力知覺，並收集第一次段考國文、英文、數學等三科成績，所得資料分別以描述統計、皮爾森積差相關、單因子及二因子變異數分析進行統計處理。結果：一、國文、英文及數學段考成績分別與心肺適能和壓力知覺成績呈正相關(p＜.05)。二、心肺適能較佳學生三考科成績表現明顯優於較差者(p＜.05)。三、中等壓力知覺學生的三考科成績顯著高於壓力知覺較低及較高者(p＜.05)。四、在不同心肺適能和壓力知覺水準下，學生在國文、英文及數學成績表現上有明顯的交互作用(p＜.05)。中等壓力知覺水準時，心肺適能較佳學生成績表現明顯優於較差者，而在較高及較低壓力狀態學生學業表現不受心肺適能的影響(p＜.05)。結論：本研究發現求學階段的國中學生學業表現明顯受心肺適能及壓力知覺因素影響。再者，心肺適能對學業表現的正面效益會因不同的壓力知覺情境而改變，當學生處在適度壓力知覺時，其學業成績明顯因心肺適能較佳而表現較好。

Purpose: The study was to investigate the relationship among aerobic fitness, self-perceived stress and academic performance, and to compare the difference of various aerobic fitness and self-perceived stress levels on academic performance. Method: There were 369 9th grade students (196 boys and 173 girls registered in 2012, the average age was 15yrs) were recruited as the subjects of this study. The aerobic fitness test (800M and 1600M walk-run test for female and male students, respectively) and the Chinese version of self-perceived stress scale questionnaire were administrated within one month before the first sectional academic exam. The Chinese, English and the Math grade were used as the indicator of academic performance. The collected data were used for comparison and analysis by Pearson's product-moment correlation, one way ANOVA and 2 way ANOVA. Results: (1) The students' academic performance has a significant positive correlation with aerobic fitness and self-perceived stress. (2) The academic performance of students who had better aerobic fitness were significantly better than that of poor fitness students (p＜.05). (3) With moderate-level of self-perceived stress, the students' academic performance were significantly better than that of higher or lower-level of self-perceived stress students. (4) The students who had better aerobic fitness and moderate-level of self-perceived stress demonstrated the best academic performance than other combined groups (p＜.05). Conclusion: According to this research, it found that junior high school students' academic performance were obviously effected by aerobic fitness and self-perceived stress. Furthermore, the positive advantages of aerobic fitness on academic performance would be changed by different stress situation. Only under the moderate self-perceived stress condition the students who had better aerobic fitness were significantly better than that of the poor fitness.

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