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The Effect of Persistence of Physical Exercise on the Positive Psychological Emotions of Primary School Students under the STEAM Education Concept

Author

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  • Yubin Yuan

    (Department of Sports Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang 43400, Selangor, Malaysia)

  • Xueyan Ji

    (Department of Sports Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang 43400, Selangor, Malaysia)

  • Xiaoming Yang

    (Department of Sports Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang 43400, Selangor, Malaysia
    College of Physical Education, East China University of Technology, Nanchang 330013, China)

  • Chen Wang

    (Department of Sports Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang 43400, Selangor, Malaysia)

  • Shamsulariffin Samsudin

    (Department of Sports Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang 43400, Selangor, Malaysia)

  • Roxana Dev Omar Dev

    (Department of Sports Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang 43400, Selangor, Malaysia)

Abstract

The effect of persistence of physical exercise on the psychological and emotional aspects of primary school students is studied to improve the comprehensive quality of current Chinese primary school students and explore the effect of physical exercise on students’ emotions under the science, technology, engineering, art, mathematics (STEAM) education concept. First, students in a primary school in Nanchang are taken as the survey participants. Second, by formulating a physical exercise scale and a psychological and emotional scale, the current situation of physical exercise of primary school students is investigated by means of mathematical statistics. Finally, the current situation of physical exercise and the overall situation of positive psychological emotions of primary school students are analyzed, and the effect of physical exercise on the positive psychological emotions of primary school students is studied. The data show that there are significant differences in the amount of exercise and its three dimensions of intensity, time, and frequency, as well as the scores of positive emotions in the gender dimension, with the boys scoring higher than the girls. In terms of grades, students in grades 1, 2, and 6 are higher than students in grades 3, 4, and 5 on the level of a small amount of exercise, while students in grades 3, 4, and 5 are higher than the other three grades in terms of a moderate amount of exercise. Moreover, in the aspect of positive psychological emotions, the lower-grade students are obviously higher than the upper-grade students, and the second- and third-grade students present marginal significance, p = 0.058. The correlation and regression between physical exercise and positive psychological emotions are calculated and analyzed, and it is found that there is a significant positive correlation between physical exercise indicators and positive psychological emotions, with a correlation coefficient of 0.297. Physical exercise explains 8.8% of positive emotions. This research also makes relevant recommendations for students and schools and has played a role in strengthening the physical exercise and mental health of primary and secondary school students. Greater attention to the physical exercise of primary school students is recommended.

Suggested Citation

  • Yubin Yuan & Xueyan Ji & Xiaoming Yang & Chen Wang & Shamsulariffin Samsudin & Roxana Dev Omar Dev, 2022. "The Effect of Persistence of Physical Exercise on the Positive Psychological Emotions of Primary School Students under the STEAM Education Concept," IJERPH, MDPI, vol. 19(18), pages 1-15, September.
  • Handle: RePEc:gam:jijerp:v:19:y:2022:i:18:p:11451-:d:912543
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    References listed on IDEAS

    as
    1. Daniel T. Cordaro & Christina Bradley & Jia Wei Zhang & Franklyn Zhu & Rachel Han, 2021. "The Development of the Positive Emotion Assessment of Contentment Experience (PEACE) Scale," Journal of Happiness Studies, Springer, vol. 22(4), pages 1769-1790, April.
    2. Francis A. Albert & Aduli E. O. Malau-Aduli & Melissa J. Crowe & Bunmi S. Malau-Aduli, 2021. "The ‘PRICE’ of Physical Activity Referral Schemes (PARS): Stakeholders’ Recommendations for Delivering Quality Care to Patients," IJERPH, MDPI, vol. 18(16), pages 1-16, August.
    3. Zhenjun Zhu & Hongsheng Chen & Jianxiao Ma & Yudong He & Junlan Chen & Jingrui Sun, 2020. "Exploring the Relationship between Walking and Emotional Health in China," IJERPH, MDPI, vol. 17(23), pages 1-9, November.
    4. Chia-Fu Chang & Huey-Hong Hsieh & Hsiu-Chin Huang & Yu-Lan Huang, 2020. "The Effect of Positive Emotion and Interpersonal Relationships to Adaptation of School Life on High School Athletic Class Students," IJERPH, MDPI, vol. 17(17), pages 1-11, August.
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    Cited by:

    1. Yuping Chen & Zhen Dong, 2023. "Students’ Psychological Analysis for Classroom Teaching Strategies of Art Songs Based on STEAM Education," Sustainability, MDPI, vol. 16(1), pages 1-23, December.

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