Psychosocial Resources (Social Support and School) and Physical Activity During Free Time Among High-School Students

Bibliographic Data

ID13028057
AuthorsI Karácsony (University of Pecs), Gabriella Hideg (0000-0002-2916-1145, University of Pecs)
Year2025
Volume14
Issue6
Pages357-357
Publication date2025-06-03
Open AccessYes
TypeARTICLE
VenueSocial Sciences (JOURNAL)
Journal identifiersISSN: 2076-0760 • E-ISSN: 2076-0760
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/socsci14060357
OpenAlexW4410990898
LanguageEN
References cited28

Background: During childhood and adolescence, personality development is continuous. Younger people—defined in this study as high-school students aged 14 to 18—are particularly receptive to change. The health behaviors formed during this period can significantly influence health in later life. Therefore, families and schools play a crucial role in promoting a healthy lifestyle. In our research, we examined the relationship between psychosocial resources (social support and school resources) and the regularity and intensity of physical activity. Methods: In this study, “appropriate physical activity” refers to the level and intensity of activity recommended by the World Health Organization—namely, at least 60 min per day of moderate- to vigorous-intensity aerobic activity for adolescents. We conducted our cross-sectional research in Hungary, Western Transdanubia, using convenience sampling among high-school students (n = 331). Data collected with a self-edited and standardized questionnaire (MSPSS, HBSC school resources and school social support) were analyzed using the SPSS Statistics 22 program with a t-test, ANOVA and χ2 test (p 0.05). The amount of movement was not differentiated by support from others (p > 0.05). The level of attitude towards their school was higher among students who performed physical activity of the appropriate quality and quantity (p < 0.05). Teachers’ assessment of school performance and the quality of the relationship with teachers showed a correlation with physical activity performed at the appropriate intensity (p < 0.05). Conclusions: We found a positive effect of family and school resources on the regularity and intensity of physical activity, which draws attention to strengthening the partnership between family and school, improving the school atmosphere and social support within the school, increasing students’ attachment to their institution. The combination of these resources can help children lead a more active and healthier life, which has a beneficial long-term impact on their physical and mental well-being. The cooperation between parents and schools is crucial in supporting young people in adopting a healthy lifestyle

Developmental psychology · Physical activity · Physical therapy · Psychosocial · Social support · Medicine · Obesity, Physical Activity, Diet · Physical Activity and Health · Physical Education and Training Studies · Psychology · Social Psychology

Tools

Open DOIOpen Access