Subjective well-being is an essential construct in positive psychology and is linked with various physical and mental health outcomes in college students.This study examined the associations between different intensit...Subjective well-being is an essential construct in positive psychology and is linked with various physical and mental health outcomes in college students.This study examined the associations between different intensities of physical activity(PA)and multiple dimensions of subjective well-being at the beginning and end of a semester.A short-term longitudinal design was employed with a cohort of 743 undergraduate students(mean age=19.63 years).Data on PA and subjective well-being indicators,including life satisfaction,positive affect,and negative affect,were collected during the third week of the semester and the week before final exams.The results revealed a significant decline in PA and life satisfaction,and a significant increase in negative affect from the beginning to the end of the semester.Vigorous-intensity PA at the semester's end showed a positive relationship with life satisfaction and positive affect,and a negative relationship with negative affect,while PA levels at the beginning of the semester did not predict subjective well-being at the semester's end.This study highlights the importance of vigorous-intensity PA in supporting subjective well-being during periods of academic stress.Universities should implement targeted programs to encourage vigorous-intensity PA to support student well-being.展开更多
We compared the effects of 7-min practices of breathing and meditation on perceived stress reduction and related affective outcomes(active emotion,serenity,anxiety,and fatigue)during micro-breaks.Undergraduates from t...We compared the effects of 7-min practices of breathing and meditation on perceived stress reduction and related affective outcomes(active emotion,serenity,anxiety,and fatigue)during micro-breaks.Undergraduates from two classes(N=59)completed the 7-point online surveys.Results supported the effects of both practices.展开更多
Rapid automatized naming(RAN)has been proven to be important for students’academic performance,but it remains unclear whether and how dealing with stressors(e.g.,active coping)is associated with children’s developme...Rapid automatized naming(RAN)has been proven to be important for students’academic performance,but it remains unclear whether and how dealing with stressors(e.g.,active coping)is associated with children’s development of RAN.To examine this question,this research views the growth of RAN as a cross-stressor adaptation process and proposes that school-aged children may build up adapted and modified stress response systems through active coping in dealing with stressors and cognitive tasks.Based on the broaden-and-build theory and the mind-body unity theory,we explored the impact of active coping on RAN and hypothesized that subjective vitality and aerobic fitness chain mediated the relationship between active coping and RAN.We used two Likert-like scales to measure active coping and subjective vitality,used a number-reading task to measure RAN,and used the progressive aerobic cardiovascular endurance run(PACER)test to measure aerobic fitness.We recruited 303 elementary students in grades 3-5 in China.Results showed that both subjective vitality and aerobic fitness mediated the impact of active coping on time for RAN.Further,the chain indirect effect of active coping!subjective vitality!aerobic fitness!time for RAN was significant,but the reversed chain mediation was not significant.General resources(e.g.,subjective vitality)have been shown to be relatively more important than simple physical resources(e.g.,aerobic fitness)for RAN.These preliminary findings may contribute to both the cross-stressor-adaptation and active coping literature and have potential implications for improving RAN in school-aged children.展开更多
基金supported by 2024 Peking University Research Grant.
文摘Subjective well-being is an essential construct in positive psychology and is linked with various physical and mental health outcomes in college students.This study examined the associations between different intensities of physical activity(PA)and multiple dimensions of subjective well-being at the beginning and end of a semester.A short-term longitudinal design was employed with a cohort of 743 undergraduate students(mean age=19.63 years).Data on PA and subjective well-being indicators,including life satisfaction,positive affect,and negative affect,were collected during the third week of the semester and the week before final exams.The results revealed a significant decline in PA and life satisfaction,and a significant increase in negative affect from the beginning to the end of the semester.Vigorous-intensity PA at the semester's end showed a positive relationship with life satisfaction and positive affect,and a negative relationship with negative affect,while PA levels at the beginning of the semester did not predict subjective well-being at the semester's end.This study highlights the importance of vigorous-intensity PA in supporting subjective well-being during periods of academic stress.Universities should implement targeted programs to encourage vigorous-intensity PA to support student well-being.
基金2021 General Project of Humanities and Social Sciences Research by the Ministry of Education,Grant/Award Number:21YJE890001。
文摘We compared the effects of 7-min practices of breathing and meditation on perceived stress reduction and related affective outcomes(active emotion,serenity,anxiety,and fatigue)during micro-breaks.Undergraduates from two classes(N=59)completed the 7-point online surveys.Results supported the effects of both practices.
基金National Natural Science Foundation of China,Grant/Award Number:32000757Open Research Fund of the State Key Laboratory of Cognitive Neuroscience and Learning,Grant/Award Number:CNLZD2105Beijing Social Science Foundation,Grant/Award Number:22YTC037。
文摘Rapid automatized naming(RAN)has been proven to be important for students’academic performance,but it remains unclear whether and how dealing with stressors(e.g.,active coping)is associated with children’s development of RAN.To examine this question,this research views the growth of RAN as a cross-stressor adaptation process and proposes that school-aged children may build up adapted and modified stress response systems through active coping in dealing with stressors and cognitive tasks.Based on the broaden-and-build theory and the mind-body unity theory,we explored the impact of active coping on RAN and hypothesized that subjective vitality and aerobic fitness chain mediated the relationship between active coping and RAN.We used two Likert-like scales to measure active coping and subjective vitality,used a number-reading task to measure RAN,and used the progressive aerobic cardiovascular endurance run(PACER)test to measure aerobic fitness.We recruited 303 elementary students in grades 3-5 in China.Results showed that both subjective vitality and aerobic fitness mediated the impact of active coping on time for RAN.Further,the chain indirect effect of active coping!subjective vitality!aerobic fitness!time for RAN was significant,but the reversed chain mediation was not significant.General resources(e.g.,subjective vitality)have been shown to be relatively more important than simple physical resources(e.g.,aerobic fitness)for RAN.These preliminary findings may contribute to both the cross-stressor-adaptation and active coping literature and have potential implications for improving RAN in school-aged children.
