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The effect of physical activity on sleep quality, well-being, and affect in academic stress periods

机译:体育锻炼对睡眠质量,幸福感的影响,以及在学习压力时期的影响

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The stress-buffering hypothesis postulates that physical activity and exercise can buffer the negative effects of (academic) stress on health. It still remains an open question whether students, who regularly engage in physical activity and exercise within their academic examination period, can successfully diminish these negative effects. Sixty-four subjects participated in this study and completed a total of five surveys, with T1 at the end of the semester break (baseline) and T2–T5 being presented every Friday in the last 4?weeks of the semester (examination period). They were asked to answer questions about their activity level, sleep quality, well-being and affect. Hierarchical linear models showed significant dependencies on time for all dependent measures. The expansion of the model for exercise also showed significant main effects of this predictor on well-being and positive affect (PA) and negative affect. Moreover, significant interactions with time for sleep quality and PA were found. Results suggest that physical activity and exercise in the academic examination period may be able to buffer the negative effects of stress on health-related outcomes. Therefore, activity levels should be maintained in times of high stress to prevent negative effects on sleep, well-being and affect in students.
机译:压力缓冲假说假设身体活动和锻炼可以缓冲(学术性)压力对健康的负面影响。那些在学术考试期间定期进行体育锻炼的学生是否能够成功消除这些负面影响仍然是一个悬而未决的问题。 64名受试者参加了这项研究,并完成了总共五项调查,其中T1在学期休息(基线)结束时,T2-T5在学期的最后4周(考试期)的每个星期五进行。他们被要求回答有关其活动水平,睡眠质量,幸福感和影响力的问题。分层线性模型显示了所有相关度量对时间的显着依赖。运动模型的扩展还显示了该预测指标对幸福感和积极影响(PA)和负面影响的重大主要影响。此外,还发现睡眠质量和PA与时间的显着相互作用。结果表明,在学术考试期间的体育锻炼可以减轻压力对健康相关结果的负面影响。因此,在高压力时应保持活动水平,以防止对睡眠,健康和学生造成负面影响。

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