PurposesThis paper aims to discuss the relationship between college students’ sports participation, school bullying, emotional intelligence and self-esteem. At the same time, it explores the intrinsic mechanisms of school bullying, in order to provide a reference for reducing bullying phenomenon among college students, and pave the way for college students to lead happy, healthy and confident lives.MethodsA total of 1,317 students (725 male students, 592 female students, 21.31 ± 3.28 years old) from four universities in Southwest China were selected as subjects for this survey. They were selected by stratified random sampling, and the data needed was obtained using a structured questionnaire. The data was subsequently processed with statistical software SPSS19.0 and AMOS21.0.Results(1) Sports participation has a significant and positive correlation with emotional intelligence and self-esteem, likewise, it has a significant negative correlation with school bullying. Emotional intelligence has a marked positive correlation with self-esteem, at the same time it has a significant negative correlation with school bullying. In addition, self-esteem is strongly negative correlated with school bullying. (2) Sports participation has a direct effect on school bullying (ES = −0.271). Emotional intelligence (ES = −0.144) and self-esteem (ES = −0.065) also play a significant mediating role between sports participation and school bullying, and the chain mediating force of emotional intelligence—self-esteem also reaches a significant level (ES = −0.016).ConclusionSports participation affects school bullying among college students not only directly but also indirectly, such as through emotional intelligence, the mediating role of self-esteem, and the chain mediating role of emotional intelligence to self-esteem. Apart from sports participation, emotional intelligence is another key factor that affects college students’ school bullying. Therefore, while attaching great importance to college students’ sport participation, schools should also provide courses aimed at developing students’ emotional intelligence.
This research intends to explore the effects of short video use on college students’ weight loss intentions, and its intrinsic mechanism of action, based on the responses of 1268 students from three universities in southwest China to questionnaires with the instruments of a sports participation scale, body image scale, self-esteem scale and weight loss intention scale. The findings are listed as follows: 1) Short video use can significantly and positively predict weight loss intention; 2) Body image mediates the relationship between short video usage and weight loss intentions; 3) Self-esteem plays a regulatory effect as the direct path between short video use and weight loss intention as well as partial mediation effect of body image. The direct effect of short video use on weight loss intentions and the mediating effect of body image gradually increased with the decrease of self-esteem. The results of the study suggest that short video use can affect the weight loss intentions of college students through either a direct or indirect path created by the mediating role of body image. Meanwhile, the influence of self-esteem on weight loss intention can’t be ignored, which is another key factor that affects college students’ weight loss intentions beyond short video use and body image.
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