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九州大学学術情報リポジトリ Kyushu University Institutional Repository 日中間の学生における精神的健康への計画行動理論 の予測力 橋本, 公雄 九州大学健康科学センター 胡, 嘉明 中国貴州大学外国語学院 藤永, 博 和歌山大学経済学部 Refer, Lutz Baylor University https://doi.org/10.15017/10779 出版情報:健康科学. 30, pp.27-37, 2008-04-15. 九州大学健康科学センター バージョン: 権利関係:

日中間の学生における精神的健康への計画行動理論 の予測力 · 九州大学学術情報リポジトリ Kyushu University Institutional Repository 日中間の学生における精神的健康への計画行動理論

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九州大学学術情報リポジトリKyushu University Institutional Repository

日中間の学生における精神的健康への計画行動理論の予測力

橋本, 公雄九州大学健康科学センター

胡, 嘉明中国貴州大学外国語学院

藤永, 博和歌山大学経済学部

Refer, LutzBaylor University

https://doi.org/10.15017/10779

出版情報:健康科学. 30, pp.27-37, 2008-04-15. 九州大学健康科学センターバージョン:権利関係:

1) ���������� Institute of Health Science, Kyushu University 11, Kasuga, Japan

�* �������������� �816-8580� ���������� 6-1� Tel/Fax 092-583-7850

� *Correspondence to: Institute of Health Science, Kyushu University, 6-1, Kasuga-koen, Kasuga, 816-8580, Japan

E-mail address: [email protected]

2) ������������ The Foreign Language Department of Guizhou University, 550025China

� E-mail address: [email protected]

3) !"��#$�%� Faculty of Economics, Wakayama University, Wakayama, Wakayama, 640-8510, Japan

4) Baylor University, Waco, Texas, 76798, USA

��� ��

���������� ����

����������

���� 1)

, �� �� 2)

, � � 3)

, Rafer Lutz4)

Predictive Ability of the Theory of Planned Behavior for Mental Health

Outcomes

in Japanese vs. Chinese Students

Kimio HASHIMOTO1)

, Kamei KO2)

, Hiroshi FUJINAGA3)

and Rafer

LUTZ4)

Abstract

The purpose of this study was to investigate potential differences between Japanese and Chinese students utilizing

constructs derived from the Theory of Planned Behavior (TPB) as correlates of mental health outcomes. One hundred

ninety nine Japanese and 198 Chinese male and female students participated in this study. Participants completed a

questionnaire including Godin's leisure time exercise scale, TPB constructs (behavior, behavioral intention, attitude,

subjective norm and perceived behavioral control) and the Mental Health Pattern (MHP: Hashimoto, 1992). Results of

correlation analysis indicated that there were significant relationships among the TPB constructs for all students, yet the

magnitude of these relationships was generally greater for Chinese students in comparison to Japanese students. Of

particular interest, the correlation between subjective norm and behavioral intention were higher for Chinese students

compared to Japanese students. Results of Gender (2) × Nationality (2) ANOVA indicated that Chinese students and

male students exhibited greater perceived behavioral control and intention to exercise than Japanese student and female

students, but there was no difference between Japanese and Chinese students considering self-reported exercise behavior.

Correspondence between behavioral intention and exercise behavior in the questionnaire is discussed. On the MHP,

Japanese students indicated lower stress and QOL than Chinese students. In addition, there were no positive correlations

between exercise and mental health in Chinese students. Thus, other moderating factors affecting the positive

relationship between exercise and mental health in Chinese students are suggested. This study revealed that there are

cross-cultural differences between Japanese and Chinese students concerning TPB-derived constructs and their relation

to mental health outcomes.

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Fig. 1. The theories of Reasoned Action and Planned Behavior

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28

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������ 45.7 9.18 45.8 9.56 47.2 11.55 44.9 10.66

������������� 6.2 2.60 5.7 2.40 8.5 3.03 8.6 2.64 �����

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Table 1. Mean and standard deviations for TPB's and MHP's variables between Japanese and Chinese students and

������ results of ANOVA

�%&' �%�(��%�)( �%*&Variables

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30

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male female

Japan

China

Fig. 2. Godin's exercise behavior score

0

2

4

6

8

10

12

male female

Japan

China

Fig. 6. Perceived behavioral control

0

2

4

6

8

10

12

male female

Japan

China

Fig. 5. Subjective norm

25

30

35

40

45

50

55

60

male female

Japan

China

Fig. 4. Attitude toward Behavior

0

2

4

6

8

10

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male female

Japan

China

Fig. 3. Behavioral intention

31

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56.7 14.27 53.3 12.87 65.1 15.81 60.1 12.90 ����� �����

����!����������� 11.1 3.20 12.1 3.19 13.3 2.74 13.5 2.80 ����� �����

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QOL

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Variables

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Table 2. Mean and standard deviations for TPB's and MHP's variables between Japanese and Chinese students and results of ANOVA

�-12

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Psycho.

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2. TPB ��������������!"

f:�e���C=-| TPB =#�$ s

89� , ��1��01lm�r4kMHPG!,

i MNOMj�C���j�*Eb>�`

c , -_3^7Q�_]8 � Table 3, Table 4 =�

QU�

TPB �89�+ � , f:��C!* , ��kBG

*��3�kBIG��g= .40kp<.01G��3,*

E�+$ , 4 89kBI, AB, SN, PBCG��*E!*

�"��Q��QU�TU , ��=$¨1���©

dF���BC�kPBCG��*Ek r=.19, p<.01G

"�Q!d � , �3!d>U���3�kBIG

*��=KF �jkABªr=.40, p<.01G, /01�

�kSNªr=.21, p<.01G, ���BC�kPBCªr=.41,

p<.01G��<�3,*E��Q , ��3�kBIG

*��=KF �jkABG����BC�kPBCG

��*E�*K1=�R>Uk« 1G�

;e , e���C!* , ��kBG*��3�kBIG

44.2

52.2

5.8

17.9

41.7

9.0

8.3

20.9

Chaina (female)

Japana (female)

Vivid type Dull type Resisting type Exhausted type

n=67

n=120

���2

=27.417, p<.01

Fig. 8. Percentage of mental health pattern in Japanese and Chainese female

26.9

31.1

7.7

27.3

53.8

12.1

11.5

29.5

Chaina (male)

Japana (male)

Vivid type Dull type Resisting type Exhausted type

n=132

n=78

�2

=47.543, p<.01

Fig. 7. Percentage of mental health pattern in Japanese and Chainese male

32

���������� ��������������

��g= .35kp<.01G� , �df:��C�f¬��

3,*E�+$U�TU , ��kBG=$¨���

�+ PBC ��g="�3,*Ek r=.26, p<.01G�

+$U���3�kBIG*��=KF �jkABª

r=.59, p<.01G , /01��kSNª r=.46, p<.01G , �

��BC�kPBCª r=.44, p<.01G��<�3,

e�j�*E��QU�)� 389=EQ�*kTable

3, Table 4G�]"f:��C=�P��Q��Q

U�

��1��01lm�r4!,i MN

OMjkSCLG* , f:��C!*����kBG, �

�3�kBIG , ��=KF �jkABG , ���B

C�kPBCG�%�*E��Q , MNOMj���

�B TPB �s89��)���QUkTable 3G�

C���jkQOLG*�= , ����kBG, ��3

�kBIG , ��=KF �jkABG , ���BC�

(PBC)�g�*E��Q , C���j�����B

)$� TPB 89���)���QU�;e , e�

��C!* , SCL � TPB �89g=�3,*E*�

�TB+$] , C���jkQOLG���3�kBIG

�+�3,g�*E��QUkTable 4G�

Variables BI AB SN PBC SCL QOL

�������� .40** .27** .07 .19** -.24** .30** 27.5 23.88

����������� �� ��� .40** .21** .41** -.20** .16* 7.7 3.31

� � ��� .22** .36** -.29** .26* 45.7 9.28

����� ������� .13 .03 -.10 6.0 2.54

��������������������� �� -.23** .13* 6.8 2.26

� ������������ ���������� -39** 55.6 13.88

!������ 23.6 6.02

*p<.05, **p<.01

M SD

Table 3.�Descriptive statistics and intercorrelations among TPB's and MHP's constructs for Japanese students�n=199�

Variables BI AB SN PBC SCL QOL M

�������� .35** .30** .33** .26** .02 .13 24.2 22.12

����������� �� ��� .59** .47** .44** -.06 .21** 8.4 3.30

� � ��� .62** .54** .01 .12 45.8 11.05

����� ������� .50** .03 .01 8.5 2.79

��������������������� �� .01 .09 8.1 2.28

� ������������ ���������� -.12 62.1 14.29

!������ 28.2 5.01

*p<.05, **p<.01

SD

Table 4.�Descriptive statistics and intercorrelations among TPB's and MHP's constructs for Chinese students�n=198�

3. �����#$�%& TPB �'()*�+,-

��1��01lm�r4=_>�,i

=f:�e���C�MNOMjkSCLG�C�

��jkQOLG=KF TPB �%&'(�6,u�

��F U� , �~&b>�#��rvQU�`c

� Table 5 =�QU�MNOMj=EQ�* , f:�

�C* TPB � 5 <�89! 13.6%�h�Q , ���

���j=�3,%��iu�+$U�TU , 10%

�3�]!*d � , ���BC�="%��iu

�+$U�)$*MNOMj�i=���

���� , ����=KF �j , ���BC��

VWX"#=EYQ�� )��3�F �)=

KQ , e���C!* , MNOMj=KF TPB �

%&'(��iu*+$,R>U�;e , C��

�j=EQ�* , f:��C!* TPB � 5 <�89

! 15.1%�h�Q , ������j=�3,g� ,

�Q�/01��=�3,%��iu�+$U�

)$*C���j=������������=

KF �j�VWX"#=EYQ�� � , /01

��*>jX"#=EYQ�� )��3�F �

)=KQ , e���C!* , C���j=��3

���3=g� , �Q� 10%�]!*d �/01

��=%��iu�J�$ , f:��C�*),

�iu��QU�

33

Variables BI AB SN PBC SCL QOL

�������� .40** .27** .07 .19** -.24** .30** 27.5 23.88

����������� �� ��� .40** .21** .41** -.20** .16* 7.7 3.31

� � ��� .22** .36** -.29** .26* 45.7 9.28

����� ������� .13 .03 -.10 6.0 2.54

��������������������� �� -.23** .13* 6.8 2.26

� ������������ ���������� -39** 55.6 13.88

!������ 23.6 6.02

*p<.05, **p<.01

M SD

Table 3.�Descriptive statistics and intercorrelations among TPB's and MHP's constructs for Japanese students�n=199�

Variables BI AB SN PBC SCL QOL M

�������� .35** .30** .33** .26** .02 .13 24.2 22.12

����������� �� ��� .59** .47** .44** -.06 .21** 8.4 3.30

� � ��� .62** .54** .01 .12 45.8 11.05

����� ������� .50** .03 .01 8.5 2.79

��������������������� �� .01 .09 8.1 2.28

� ������������ ���������� -.12 62.1 14.29

!������ 28.2 5.01

*p<.05, **p<.01

SD

Table 4.�Descriptive statistics and intercorrelations among TPB's and MHP's constructs for Chinese students�n=198�

� � � �� � � 30 �

Japan China Japan China

n=199 n=198 n=199 n=198

Behavior -.156 ** .029 .252 ** .091

Behavioral Intention -.017 -.120 -.002 .213 *

Attitude -.214 ** .031 .219 ** .054

Subjective Norm -.107 .050 -.162 * -.171 �

Perceived Behavioral Control -.133 � .015 .023 .031

R .369 .099 .388 .255

R2

.136 .001 .151 .065

F-value 6.085 ** .378 6.856 ** 2.667 *

** p<.01, * p<.05, ��p<.10

Table 5. Regression analysis of TPB's constracts on mental health for Japanese and Chinese students

SCL QOL

variables

�� � �

� lk¡l<<d �f , ��*?­=

�,^ , ��IJ=-| �­� '�TFTF(

T=,>�� ���e=d>� , 6���e��

�m� , ®l , }¯� '*_^°¨,n±��R

�++ �²= , ��C�³Q�t�g=-| ®

l4}¯� '��Q�´)Q�� �:��!A

^�µUf:� Kt��e� Gt���Cg���

35���1��j��4��=_ �� '* ,

��feg�®l�}¯ '�;W��+ nh��

�t���C���35���1����= , *

�,*��+$U� , )$�*��C�@�=

* , o�1 , ®l1 , A�1,*��B�E6>�

� "���6 �f:� K t�*p 139 +��

����F ���t�¶·C, , D-,=d^ ,

q�C9kt�EC��G*p 16,000 :� 11 �¸

R$, q;t�!d �FG,�C�=�R$¹

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.�os�/�o�=OTUq�� 350 +���

�,=d^ , q�C9kt�EC��G*p 42,000

:� 9 �¸R$, q;t�!d �f:� K t�

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<*����kTPBG�%&F s89�#��=

feg��C��������=KF 35��

�QU�Godin22),23)�����H�!**�*+$

,R>U�=TPB �%&'(!**��+$=

f:��C*e���C=�P=��3�=/01

��=���BC��*�=R>U�TPB !*=

�j=/01��=���BC�*��3��6,

�!d^=����3�*���xi�!d 1)�

_>�=f:��C*e���C=�P=/01�

�����BC���=��3�"��!=�

J����"�, *]!d �QRQ=���

�=*feg�*�*+$,R>U�)�KL*=

TPB ���1¾¿���_^=��3������

�,i�KyE�=¾¿�d>U�!*,�R�

z4 �<T^=��3�����*E*�3

!d>U�=f:��C!* r=.35=e���C!*=

r=.40 !d^=Riddle 3)4{5$ 4)��mom���

�KL�QUM���=-| ��g�*E

kBiddle3)ª r=.82�{5$ 4�ª r=.90G=�P�K�

����mom����_�=�����²lF

�=��3�����*E*��, �=;H1

,�����,iF �=��B��*E*H$

,��ZR==Godin22),23)������,i�_

*��������� !*��#�$��

�=��3���,i��KyE��NR>U�R

"Q,��QRQ=��1=_]lU���

34

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!*=_^����6 -j�#� �R*,��

TPB 89=-��feg=*��+$ �!=�

����,i�_��4FÁ=feg� *+$

nh�������B�_�=,iF *��

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BC��*�������=-| &����

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),Á , ��1����=E�Q�� ÊÅ��

d �)=EYQ�=f:��C=-| .n$

n$k�����G2�.5�5��2�e���

C=�P������*=QOL 4C���kC��

:;��C�3G�����)�!d �C�

��*w_��&QU^ , w_=±R>���F

)��E�Q�� 27)�_>� , f:�t� 1 \C

�É;*=a�Q�g",���!"d^=t�;

'�w_=����+��U�C=�>�*=w_

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���=�����Q� , tu»�=+$ &<

")�_�,��1����=��Q�� R"

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»�*3���� , ��=-��";)x3F �

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89�".2�2��2�>9���H� ���

`c���� �R"Q,��

3. TPB������./01234������"

5

<*����kTPBG�89!*=f:�e��

�C*�"==��3�kBIG�����kBG=�

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E��Q=TPB �%&'(g�E��*&7Q��

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35

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�� �

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37