Considering the significance of resilience in coping with adversity, how to improve college students’ resilience is worthy of attention. Previous studies have revealed that physical activity can promote resilience; however, few studies examined the mediating factors between them. The purpose of this study was to investigate the effect of physical activity on resilience, as well as the mediating effects of competence need, autonomy need, and relatedness need between physical activity and resilience. The study involved 2375 college students (1110 males and 1265 females), with an average age of 20.25 years (SD = 2.04). Participants completed the International Physical Activity Questionnaire Short Form, Basic Needs Satisfaction in General Scale, and Connor-Davidson Resilience Scale. Results showed that physical activity was positively associated with resilience, and the three basic needs played significant mediating roles between physical activity and resilience. The indirect effect of competence need was significantly greater than that of autonomy need and relatedness need. To conclude, physical activity plays an important role in resilience among college students, and the satisfaction of competence, autonomy, and relatedness needs mediates the relationship between physical activity and resilience, among which, competence need appears as the strongest mediator.
BackgroundRestrained eating behavior has become the norm in college students' lives, and considering the harm it causes to college students, it is necessary to explore the factors associated with it. The aim of this study was to explore the association between media internalized pressure, body esteem, social physique anxiety, and restrained eating behavior.MethodsThe participants in this study were 1,032 Chinese college students (439 males and 593 females) and had a mean age of 20.22 years (SD = 1.277). They completed the Sociocultural Attitudes Toward Appearance Questionnaire-3, Body Esteem Scale (BES), Social Physique Anxiety Scale (SPAS), and Dutch Eating Behavior Questionnaire (DEBQ).ResultsThe results showed that media internalized pressure was significantly and positively associated with college students' restrained eating behavior, that body esteem and social physique anxiety played a mediating role between media internalized pressure and restrained eating behavior, respectively, and that body esteem and social physique anxiety can also play a chained mediating role.ConclusionThis study reveals the relationship between media internalized pressure and restrained eating behavior, and the important role played by body esteem and social physique anxiety. Future interventions targeting restrained eating should focus on the aspects of body esteem and social physique anxiety.
Depression, anxiety and stress are common negative emotions among college students. While physical activity is an effective way to reduce the level of negative emotions. However, the mechanisms of physical activity levels affect negative emotions is unclear. Psychological resilience is a positive mental quality closely related to physical activity level and negative emotions. Therefore, it can be hypothesized that psychological resilience may be one of the important bridges between physical activity level and negative emotions. PURPOSE: To explore the mediating effect of psychological resilience on physical activity level and negative emotions in college students. METHODS: A survey of 2375 college students in Shandong province was conducted using Physical Activity Rating Scale 3 (PARS-3), Connor-Davidson Resilience Scale (CD-RISC) and The Depression Anxiety Stress Scale-21 (DASS-21). SPSS24.0 statistical software was used for descriptive statistics, one-way variance test and Person correlation analysis, AMOS24.0 software was used for structural modeling, and Bootstrap method was used for testing the mediating effect. P <0.05 was considered statistically significant. RESULTS: More than 70% of college students are at a low level of physical activity. There were significant differences in psychological resilience and negative emotions among college students with different physical activity levels (P < 0.001). The physical activity level of college students was significantly correlated with psychological resilience, significantly negatively correlated with depression, anxiety, stress and overall negative emotion (P < 0.01). The results of the structural equation model showed that physical activity level can directly affect negative emotions (direct effect = -0.045, 95%CI:-0.085, -0.004) and indirectly affect negative emotions through psychological resilience (indirect effect = -0.067, 95%CI:-0.084, -0.052). The mediating effect of psychological resilience accounts for 59.82% of the total effect. CONCLUSIONS: The level of physical activity can not only directly affect the negative emotions of college students, but also reduce their negative emotions by enhancing their psychological resilience.
This study investigated the influence of the audience and narrator’s gender on spoken narratives produced by Chinese children. Sixty typically developing five- and six-year-old children were evenly divided into three groups. Each group was assigned one audience, being a teacher, a same-age peer, or a younger peer. The children were asked to view a wordless picture book and retell the story to the audience. The results showed that the children tended to use more macrostructure elements when telling stories to same-age peers, with boys using more macrostructure elements than girls. Girls used more words and more events when narrating to younger peers, whereas boys used more words, more diverse words, and more evaluative language when narrating to teachers. In addition, the children marked temporality more in narratives to younger peers than to same-age peers. The findings indicated that the audience and narrator’s gender influence the narrative production of Chinese children.
Abstract. This study investigates the similarities and differences on apology strategies employed by the public figures based on the data analysis of some English and Chinese open letters and makes an explanation in the perspective of intercultural pragmatics to foster the communication skills. IntroductionIn recent years, an apology as a speech act has attract many scholars' attention. It should be noted that most of the research on apology focus on the context of daily life. However, public figures with social status have an important influence on the whole society. Their speech act, making open apologies through the mass media, should cause great concern. This study concentrates on the apology strategies under the circumstance of mass media (that is the open letters of English and Chinese) and explores the similarities and differences on the adoption of apology strategies between English and Chinese to facilitate a more accurate and comprehensive understanding of the apology speech act, which will, in turn, lead to more successful intercultural communication between people. Previous ResearchApologies. An apology is defined as ''a speech act which is intended to provide support for the hearer who was actually or potentially malaffected by a violation'' [1]. When he/she agrees to offer an apology, the speaker expresses his/her willingness to humiliate himself/herself to an extent which, by definition, makes an apology a face-saving act for the hearer and a face threatening act for the speaker.Apologies fall under expressive speech acts, where the speaker attempts to indicate his/her own state or attitude. In order for an apology to have an effect, it should reflect true feelings. A person cannot successfully apologize to another and truly reach him/her unless he or she expresses his or her ture feelings of sorrow and regret what he or she did for the offense. As Gooder and Jacobs [2] indicated, the proper and effective apology acknowledges the fact of wrong doing, takes primary responsibility, conveys sincere sorrow and regret, and promises not to offend the victim again. . . Some of the characteristics of the effective apology are the admission of offense, the implied acknowledgement of responsibility, an expression of regret, and make a promise that injury will not recur in the future.Apology Strategies. The literature suggests that for an apology to be convincing, the offender always adopts one or more strategies to make an apology. Fraser [3], for example, put forward four direct apology strategies, that is stating one's obligation to apologize, announcing the apology, offering to apologize, and requesting acceptance and five indirect apology strategies that is requesting forgiveness, promising forbearance, expressing regret, acknowledging responsibility, and offering redress. Similarly, Olshtain [1] and Olshtain and Cohen [4]distinguished two general apology strategies, that is using an illocutionary force indicating device (IFID), expressing responsibility and three situation-specific apologies strategies...
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