探討高中生身體活動對睡眠品質、正、負向情緒、課室專注力與學業成就之影響：以台北市高中一年級學生為例   免費試閱

An Investigation on the Effect of Physical Activity on Sleep Quality, Positive and Negative Emotion, Classroom Concentration and Academic Achievement: A Case Study from a Taipei High School

本研究建立兩個關係模型，分別探討高中生中等費力以上身體活動（模型一）及坐式型態身體活動（模型二）對於睡眠品質、正向、負向情緒、課室專注力與學業成就之影響。研究者採立意抽樣，針對臺北市三所普通高中一年級的學生進行問卷施測，分別以有效問卷數265份與546份進行模型一與模型二之建構，並以LISREL 8.80進行統計分析。研究結果顯示，兩個模型與實徵資料適配良好。研究假設考驗方面，模型一的路徑顯示：中等費力以上身體活動時間愈長，睡眠品質愈好，負向情緒愈低；睡眠品質愈差，正向情緒愈低，負向情緒愈高，課室專注力愈低；正向情緒愈高，課室專注力愈高；課室專注力愈高，學業成就愈高。模型二的路徑顯示：坐式型態身體活動的時間愈長，睡眠品質愈差，負向情緒愈高；睡眠品質愈差，正向情緒愈低，負向情緒愈高，課室專注力愈低；正向情緒愈高，課室專注力愈高；課室專注力愈高，學業成就愈高。綜合上述結果，本研究發現高中生中等費力以上身體活動與坐式型態身體活動皆對於睡眠品質及負向情緒有直接影響，且相較於中等費力以上身體活動，坐式型態身體活動對於正向情緒、課室專注力與學業成就的不良間接影響效果更為顯著。根據結果，本研究提出未來研究與教育實務上的建議：一、擴大研究樣本，檢驗本模型之複核效度；二、進行中介效果模式的檢驗；三、減少坐式型態身體活動時間；四、重視睡眠與正向情緒的衛教課程。

This study proposes two models to examine the effects of moderate-to-vigorous physical activities and sedentary behavior on sleep quality, positive and negative emotion, classroom concentration, and academic achievement. Participants were selected, through purposive sampling, from first-year high school students from three high schools in Taipei (265 students for developing model 1 and 546 students for developing model 2). LISREL 8.8 was used for statistical analysis of the two models, which demonstrated good fit with the empirical data. Results for the first model: (1) longer durations of moderate-to-vigorous physical activity is associated with better sleep quality and lower levels of negative emotion; (2) lower levels of sleep quality are associated with lower levels of positive emotion, higher levels of negative emotion, and poor classroom concentration; (3) higher levels of positive emotion are associated with better classroom concentration; (4) higher levels of classroom concentration are associated with better academic achievement. Results for the second model are as follows: (1) longer durations of sedentary behavior are associated with lower sleep quality and higher levels of negative emotion; (2) lower levels of sleep quality are associated with lower levels of positive emotion, higher levels of negative emotion, and poor classroom concentration; (3) higher levels of positive emotion are associated with better classroom concentration; and (4) higher levels of classroom concentration are associated with better academic achievement. Based on the above findings, this study concludes that the level of physical activity, moderate-to-vigorous or sedentary, has a direct influence on sleep quality and positive emotion. Moreover, sedentary behavior has a more significant and negative indirect effect on positive emotion, classroom concentration, and academic achievement than moderate-to-vigorous physical activity. Finally, four recommendations are provided: (1) larger samples should be used to evaluate the validity of the model; (2) a mediated-effects model should tested; (3) efforts should be made to reduce the time of students’ sedentary inactivity; and (4) health education curriculum should emphasize the importance of sleep and positive emotion.