Yujia Ren1, Menglong Li2. 1. Physical Education Institute, Hunan First Normal University, Changsha 410205, China. 2. Physical Education Institute, Hunan First Normal University, Changsha 410205, China. Electronic address: lml0713@yeah.net.
Abstract
OBJECTIVE: to explore the influence of physical exercise on social anxiety of left-behind children in rural areas, and to verify the mediator and moderator role of perceived social support. METHODS: 797 rural left-behind children were studied with physical exercise rating scale, social anxiety scale and perceived social support assessment scale. The Pearson correlation coefficient was calculated between physical exercise and social anxiety, and regression and structural equation models were used to check whether perceived social support played a mediator and moderator role or not. RESULTS: the effect of physical exercise on social anxiety of left-behind children in rural areas is significant (P < 0.01); exercise time, exercise intensity and exercise frequency have significant effects on social anxiety; perceived social support has significant effects on social anxiety (P < 0.01); family support, friend support and other support have significant negative effects on social anxiety. Regression analysis shows that the dimensions of perceived social support (family support, friend support and other support) have some mediator effects in explaining social anxiety in sports. Perceived social support plays a moderator role in the relationship between physical exercise and social anxiety. CONCLUSIONS: The results suggests the impact of perceived social support on left-behind children in rural areas. Specifically, perceived social support has a positive impact on the level of social anxiety and a positive impact on physical exercise. It is suggested that attention should be paid to social support of rural left-behind children in the process of mental health education and school physical education.
OBJECTIVE: to explore the influence of physical exercise on social anxiety of left-behind children in rural areas, and to verify the mediator and moderator role of perceived social support. METHODS: 797 rural left-behind children were studied with physical exercise rating scale, social anxiety scale and perceived social support assessment scale. The Pearson correlation coefficient was calculated between physical exercise and social anxiety, and regression and structural equation models were used to check whether perceived social support played a mediator and moderator role or not. RESULTS: the effect of physical exercise on social anxiety of left-behind children in rural areas is significant (P < 0.01); exercise time, exercise intensity and exercise frequency have significant effects on social anxiety; perceived social support has significant effects on social anxiety (P < 0.01); family support, friend support and other support have significant negative effects on social anxiety. Regression analysis shows that the dimensions of perceived social support (family support, friend support and other support) have some mediator effects in explaining social anxiety in sports. Perceived social support plays a moderator role in the relationship between physical exercise and social anxiety. CONCLUSIONS: The results suggests the impact of perceived social support on left-behind children in rural areas. Specifically, perceived social support has a positive impact on the level of social anxiety and a positive impact on physical exercise. It is suggested that attention should be paid to social support of rural left-behind children in the process of mental health education and school physical education.
Authors: Daniel Sanz-Martín; Eduardo Melguizo-Ibáñez; Germán Ruiz-Tendero; Félix Zurita-Ortega; José Luis Ubago-Jiménez Journal: Int J Environ Res Public Health Date: 2022-08-17 Impact factor: 4.614