青少年学生锻炼行为的心理适应:基于扎根理论的探索性研究  

Psychological Adaptation of Adolescent Students’ Exercise Behavior :An Exploratory Research Based on Grounded Theory

作　　者：徐皓铭 宋君毅[1] 李国兴[1] 韩会君[1] 项明强[1] XU Hao-ming;SONG Jun-yi;LI Guo-xing;HAN Hui-jun;XIANG Ming-qiang(Guangzhou Sport University,Guangzhou 510500,China)

机构地区：[1]广州体育学院,广东广州510500

出　　处：《广州体育学院学报》2022年第3期77-85,F0002,共10页Journal of Guangzhou Sport University

基　　金：国家社会科学基金项目(18BTY055);广东省哲学社会科学“十三五”规划项目(GD17CTY04)。

摘　　要：目的:结合本土化情境和研究取向,试图分析和构建青少年学生锻炼行为心理适应的操作性维度及概念模型。方法:运用扎根理论方法,采用2轮理论性抽样共选取33名青少年学生进行半结构化访谈,对访谈资料进行开放式编码、主轴编码和选择性编码等程序化分析。结果:编码形成了9项子范畴(自主性内化、控制性内化、动机冲突调节、情绪调节、注意控制调节、积极情绪、心理困扰、自我概念、人际关系)和4项主范畴(锻炼行为投入的心理适应、锻炼行为调节的心理适应、锻炼行为体验的心理适应、锻炼行为结果的心理适应),并确立“青少年学生锻炼行为心理适应的结构维度和作用机制”为核心范畴。结论:研究表明青少年学生锻炼行为心理适应的操作化结构维度包括:锻炼行为投入的心理适应、锻炼行为调节的心理适应、锻炼行为体验的心理适应、锻炼行为结果的心理适应。操作化概念初步定义为青少年学生锻炼行为与环境互动过程中,经过不断努力和调节,形成的较为稳定、和谐的锻炼行为投入、调节、体验和结果的心理适应状态。未来可基于此框架开发本土化测量工具并开展实证研究,从不同的视角构建青少年学生锻炼与心理适应促进模型,探索优化青少年学生锻炼行为方式,提高心理适应水平的具体路径。Objective: Combined with the localized situation and research orientation, this paper attempts to analyze and construct the operational dimension and conceptual model of the psychological adaptation of adolescent students’ exercise behavior. Methods: Using the grounded theory method, a total of 33 adolescent students were selected for semi-structured interviews using two rounds of theoretical sampling, and the interview data were analyzed by open coding, axial coding and selective coding. Results: The results show that the coding formed nine subcategories(autonomy internalization, control internalization, motivation conflict regulation, emotional regulation, attention control regulation, positive mood, psychological distress, self-concept, interpersonal relationship)and four main categories(psychological adaptation of exercise input, psychological adaptation of exercise adjustment, exercise experience, psychological adaptation of exercise results), and established "Structural dimension and mechanism of psychological adaptation of adolescent students’ exercise behavior" as the core category. Conclusion: Therefore, the structural dimensions that show the exercise of behavioral psychological adaptation in teenagers include: behavioral input adaptation, behavioral adjustment adaptation, behavioral experience adaptation, and behavioral outcome adaptation. The concept of operation is initially defined as a relatively stable and harmonious state of exercise input,adjustment, experience and psychological results formed through continuous efforts and adjustment during the interaction between adolescent students’ exercise behavior and the environment. In the future, local measurement tools can be developed and carried out based on this framework to carry out empirical research, build youth exercise and psychological adaptation promotion models from different perspectives, explore specific ways to optimize their exercise behavior and improve the psychological adaptation level of adolescent students.

关 键 词：锻炼行为 青少年学生 心理适应 操作性定义 扎根理论 

分 类 号：G804.82[文化科学—运动人体科学]