Investigating the influence of socio ecological factors on the engagement of primary school students in extracurricular sports: A comparative analysis across gender, grade, and urban versus rural environments

Investigating the influence of socio ecological factors on the engagement of primary school students in extracurricular sports: A comparative analysis across gender, grade, and urban versus rural environments | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Article Investigating the influence of socio ecological factors on the engagement of primary school students in extracurricular sports: A comparative analysis across gender, grade, and urban versus rural environments Youhuan Zhu, Haroona Qurban, Shengli Cui This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5201621/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Physical and mental health of the Primary school students has always been a focus of attention for the whole society. Affected by a multitude of factors, the current state of physical and mental health among primary school students is far from ideal. One significant contributing factor to this situation is the suboptimal quality of their engagement in extracurricular sports activities. The quality of primary school students' participation in extracurricular sports activities is influenced by a variety of factors, necessitating an exploration of this behavior within the broader societal context. Hence, this research takes a social ecological theory perspective to delve into the factors constraining the quality of primary school students' participation in extracurricular sports activities. The study investigates and analyzes the factors affecting primary school students' engagement in extracurricular sports, thereby identifying the key influencing elements. The results of the study revealed that the quality of primary school students' participation in extracurricular sports activities is still suboptimal, with significant disparities observed between urban and rural areas, while no significant differences are evident in terms of grade and gender. The primary factors affecting the quality of elementary school students' participation in extracurricular sports activities stem from individual-level factors, including attitudes, self-efficacy, and cognition. Factors such as peer support, school material resources, parental support, and community environment exert a secondary influence. Based on these findings, it is recommended that parents should work on reshaping their children's perception of extracurricular sports participation. Simultaneously, schools should make concerted efforts to create conducive conditions for extracurricular sports involvement. Collaboration with the community is also encouraged to establish platforms for extracurricular sports participation. This three-pronged approach, involving the family, school, and community, aims to guide students in transforming their attitudes, self-efficacy, and cognition, ultimately leading to an enhancement in the quality of their extracurricular sports participation behavior." Biological sciences/Psychology Earth and environmental sciences/Environmental social sciences Primary school students extracurricular activities sports participation Social ecological factors Figures Figure 1 Figure 2 1 Introduction The provision of physical education in primary schools is of utmost importance in molding kids' perceptions of sports, fostering a desire to participate in sports, and cultivating a lifelong enthusiasm for physical activities. Unfortunately, primary school students frequently face undue academic pressure and extra cultural tutoring sessions due to the educational system and parental expectations. This tendency to place a higher value on academics than on sports not only prevents kids from being more aware of and interested in sports, but it also negatively impacts their physical and emotional health. In 2019, the Ministry of Education's Department of Sports, Health, and Art Education revealed that just 23.8% of Chinese youth aged 6 to 22 possessed outstanding or good physical health. Furthermore, according to data from the National Health Commission, by 2020, the rate of myopia in children and adolescents in China had exceeded 50%, and the rate of overweight and obesity had reached 20%. These concerning numbers highlight the serious health problems that Chinese teenagers face. Taking proactive measures to tackle these concerns, the Chinese government has acknowledged the seriousness of the situation. Often referred to as "Double Reduction," the State Council published "Opinions on Further Reducing the Homework Burden and Off-campus Training Burden of Students in Compulsory Education Stage" in 2021. This initiative sought to improve the health while reducing the burden of coursework on students. The goal of this approach was to support students' overall development while easing their academic demands. The "Double Reduction" policy had been in place for almost two years by July 2023. At the macro and meso levels of theoretical investigation, the academic community mainly concentrated on addressing the issues facing the youth sports training sector, improving the standard of school sports curricula, and maximizing after-school sports services. Nevertheless, not much research has focused on studying how involvement in extracurricular activities has changed at the micro level, mostly focusing on primary school pupils. The physical and mental well-being of elementary school pupils has always been of utmost importance, and primary schools serve as crucial arenas for the implementation of compulsory education. In 2021, the Ministry of Education concurrently presented the idea of "double increase." By providing more time and possibilities for extracurricular activities, this strategy encouraged pupils to participate in sports and art instruction. The "double reduction" and "double increase" strategies provide a thorough method for raising students' general well-being. Many Chinese provinces and cities have adjusted their policies to fit local circumstances in response to these national directions. In addition to lessening the academic load on students, these regional initiatives have given school athletics and the sports sector new life. To sum up, the government's initiative to lessen the academic load and support extracurricular sports activities represents a positive turn in the direction of improving the physical and mental health of Chinese primary school students. Studies have indicated the significant advantages that students derive from participating in extracurricular activities, not only in relation to their physical well-being but also in numerous other domains. These advantages include increased cognitive capacity, better academic achievement, stronger social skills, and the growth of personality and self-worth. Additionally, extracurricular sports can support physical education curricula and help students in consolidating classroom knowledge, promoting overall physical and mental growth. Despite from the initiatives taken by the government of China, the level of extracurricular sports involvement among students in primary schools right now is far from optimal. There are many encounter barriers that prevent students from participating in extracurricular activities. These obstacles are caused by a number of things, such as social, familial, educational, and individual forces. Given the increased focus on sports following the implementation of "Double Reduction" and "Double Increase," an evaluation of the caliber of extracurricular sports participation among elementary school pupils is necessary. Based on the social ecology theory, this study looks into what influences primary school children' participation in extracurricular sports. After the "Double Reduction" policy was put into place, it aims to find and examine the obstacles preventing this age group from participating in high-quality extracurricular activities. The study's next goal is to offer workable and realistic suggestions to deal with these issues and encourage primary school kids to participate in extracurricular sports in a more meaningful and engaged way. 2 Literature review 2.1 Theory of Social Ecology Bronfenbrenner synthesized ecological and sociological information to create an early social ecosystem model in his seminal work "Ecology of Human Development." With the development of this paradigm, social ecology was first applied in psychology (Bronfenbrenner U, 1979 ). It divided systems into four categories: macrosystems, external systems, mesosystems, and microsystems. It proposed that while mesosystems and external systems shape microsystems, microsystems have the most direct effect on individuals. Individuals and microsystems, in turn, limit how well mesosystems, external systems, and macrosystems work. Mesosystems are primarily influenced by macrosystems and external systems. Every system influences every other system in this way (Zhuo Caiqin, 2013; Ye Jun, 2001). As a result, the theory of social ecology gradually improved and researchers used it to successfully address a variety of behavioral treatments, including addressing smoking addiction, encouraging healthy habits, and reducing campus violence (Hong J S, 2012). The "five-level" paradigm developed and grew in the context of exercise behavior with these advantageous additions and improvements. Together, the five level, which are represented in Fig. 1 , form a concentric circle that includes people (including self-efficacy and cognition), interpersonal relationships (support from peers, teachers, and family), organizations (like schools and institutions), communities (the surroundings, events, and facilities), and policies (education policies, laws, and regulations). The closer a level is to the center, the more direct its influence on individual behavior. In summary, social ecology theory is a burgeoning interdisciplinary framework that has found application and development in fields like psychology, sports, and health behavior. 2.2 Study on the Current Context and Determinants of Students' Involvement in Extracurricular Sports The first step in conducting further research is to examine the current situation of extracurricular sports participation and the factors that influence it. Such studies give us new perspectives on the dynamics, problems, factors, and shortcomings of extracurricular sports participation among elementary and secondary school children. Consequently, this data can support the development of workable solutions. This study segment focuses on the current state of extracurricular sports involvement, including time allocation, frequency, activity types, facilities available, interest, and variables influencing participation. There are a number of issues with primary school students' current participation in extracurricular sports. First of all, the participation duration is much less than the recommended daily minimum of one hour of extracurricular physical exercise, which is the national standard. Unfortunately, according to Zhang Jiancheng (2012), just 21.8% of students fulfill this condition. Second, there are numerous concerns with regard to the quantity of participation, the variety of activities, and accessibility to sufficient facilities. These problems consist of time and space limitations, a lack of diversity in sports programs, and inadequate access to sports facilities (Zhao Xia, 2019). These difficulties stem from many different places, such as the social, familial, educational, and individual spheres. Key elements at the individual level include motives and personal interests (Sun Derong, 2015), attitudes and cognitive views toward exercise (Liu Yimin, 2001), and self-efficacy during physical activities (Song Mengke, 2022). At the family level, it mostly depends on the parenting styles and material assistance given (Dan Yujin, 2015), along with the parents' financial situations, educational backgrounds, and jobs (Wang Fubaihui, 2019). These problems are strongly related to the availability of sports facilities and equipment at the school level (Wang Jian, 2015), school sports regulations (Guo Kelei, 2019), teacher guidance (Ding Xiaoyan, 2020), and the pressures kids confront in their academic lives (Xia Shuhua et al., 2016 ; Yang Han, 2014;Yi Feng et al., 2018; Zhang Danqing, 2020). 2.3 Studies on Students' Participation in Extracurricular Sports from a Social Ecology Perspective The majority of research that is currently available examines the elements and tactics that encourage involvement in extracurricular sports. For instance, Yu Haocong's research focuses on urban youth and explores the individual, interpersonal, and organizational factors that limit their engagement in physical exercise both on and off campus. The results emphasize the importance of interpersonal relationships and the reciprocal effects among these dimensions in determining engagement in physical activities (Yu Haocong, 2020). Similarly, Dai Jun describes individual, interpersonal, and communal factors that influence extracurricular physical activity among teenagers aged 11–17 using the "Five Levels Theory" of the social ecology model. The study shows that extracurricular physical activity behavior is strongly impacted by individual self-efficacy, activity barriers, and peer and family support within the interpersonal dimension. Through interpersonal relationships, the community component indirectly affects individual behavior within a framework of reciprocal constraints (Dai Jun, 2017). Moreover, Wu Jinrong uses a social ecology model to investigate several levels of influencing factors for Beijing primary school kids' engagement in extracurricular sports (Wu Jinrong, 2021). To sum up, the majority of recent studies applying social ecology theory to sports have focused on theoretical examinations and verification of variables affecting physical activity and exercise. Even though much progress has been made in this area, studies specifically focusing on primary school children' involvement in extracurricular sports are still conspicuously lacking. Studies that are currently available have looked at characteristics that affect extracurricular sports involvement, but they have primarily focused on the quantity of engagement rather than the quality of it. Participating in high-quality extracurricular sports involves a number of variables, such as how often, how long, and how hard a person plays sports. Primary school years are crucial for developing interests in and passions for sports, and involvement in extracurricular activities is essential for creating a lifelong habit of physical activity. However, there are still a lot of factors that affect primary school children' present participation in extracurricular sports, and it's unclear which ones are the most important. Consequently, it is imperative to thoroughly clarify the elements that influence primary school children' engagement in extracurricular sports from several angles. This knowledge has the potential to greatly improve the caliber of extracurricular sports participation for elementary school children. The current study carried out research in Sanming City to meet this demand. Based on the social ecology theory, the study examined the main variables influencing Sanming City primary school kids' involvement in extracurricular sports after the "double reduction" policy was put into place. Four levels were taken into consideration in the analysis: the individual level, which included self-efficacy, behavioral attitudes, and cognitive aspects; the interpersonal level, which included support from friends, parents, and teachers; the organizational level, which included support from school materials and policies; and the community level, which took into account environmental factors and community facilities. The objective was to broaden our body of knowledge and offer insightful information for future studies targeted at improving the caliber of extracurricular sports engagement among primary school students. 3 Methods 3.1 Questionnaire survey method 3.1.1 Survey Object In the research conducted in Sanming City, a stratified cluster sampling method was employed to select a total of 10 primary schools, consisting of 2 urban, 4 county, and 4 township primary schools, each representing different regions. The study encompassed students in grades 3 to 6 from each of these selected schools. All research was performed in accordance with relevant guidelines/regulations by the Sanming university institutional review board, and informed consent was obtained from all participant’s parents. This study was reviewed and approved by the Institutional Review Board of Sanming University. Research have been performed in accordance with the declaration of Helsinki. A total of 1,400 questionnaires were distributed among the participants, and subsequently, 1,290 completed questionnaires were returned. After filtering out incomplete responses, instances of identical answers, and other clearly random or invalid responses, a total of 1,101 valid questionnaires were included in the analysis, yielding an effective response rate of 85.3%. For more detailed information, please refer to Table 1. Table 1. Basic situation of subjects (n = 1101) Sort Layer N Percentage Area urban area 673 61.1% county 221 20.1% Township 207 18.8% Grade Grade 3 284 25.8% Grade 4 257 23.3% Grade 5 289 26.2% Grade 6 271 24.6% Gender Male Female 564 537 51.2% 48.8% 3.1.2 Measurement tools Individual level: Level of extracurricular activity participation. The "Physical Exercise Level Scale" developed by Liang Deqing and others from Wuhan Institute of Physical Education was used as a quantitative tool for studying the level of extracurricular sports participation. The scoring formula of the scale is: exercise volume=intensity (duration -1) * frequency. After testing, reliability of the scale was 0.82 (Liang Deqing, 1994). According to the 2014 survey on the status of national fitness activities, the number of people who regularly participate in sports in accordance with national standards is 3 * 4 * 3=36 points. Therefore, if the score of extracurricular sports participation in the study is less than 36, it belongs to the unqualified quality of extracurricular sports participation, and if the score is ≥ 36, it is qualified. To improve the accuracy of students' responses to the questionnaire, the time for answering the extracurricular sports participation level scale was set to the 7 days. Self-efficacy scale. A simplified version of the self-efficacy questionnaire for overcoming physical activity barriers was selected, which consists of 4 items. After testing, the scale has good reliability (0.792). Extracurricular Sports Participation Cognitive and Attitude Scale. Drawing on the "Exercise Attitude Scale" developed by Mao Rongjian in the "Handbook for the Evaluation of Common Psychological Scales in Sports Science", this scale divides exercise attitude into 8 dimensions. This study selected two dimensions of behavioral cognition and attitude, and tested its reliability. The Cronbach α =0.777 and 0.877 for behavioral cognition and attitude respectively. Interpersonal level: Parental Support Scale. The Parental Support Scale for Children and Adolescents was selected for the interpersonal level 'Parental Support Scale' (Guo Qiang, 2016). parental activity support behavior and attitude consisting of 6 questions was used. The value of Cronbach α for this scale was found to be 0.731. Teacher and friends Support Scale . We selected the friend and teacher support subscale from the "Exercise Participation Social Support Scale" developed by scholar Chen Shanping, with a total of 6 questions, 3 for teacher support and 3 for friend support (Chen Shanping, 2007). After testing reliability the value of α for teacher and friends support was found to be 0.798 and 0.815 respectively. Organizational level: School sports physical environment and sports policy. At the organizational level, the study mainly discusses the school environment for primary school students' extracurricular sports participation, including the physical environment and policy for school sports. Therefore, the school sports physical environment questionnaire (6 questions) and the school sports policy questionnaire (7 questions) from Dr. Guo Kelei's thesis of Shanghai Sports School were selected (Guo Kelei, 2019). Reliability for physical environment and policy was found to be 0.800 and 0.639 respectively. Community level: Community equipment and community facility environment. In terms of influencing factors at the community level, the study mainly discusses the impact of community environment on primary school students' extracurricular sports participation. The "Youth Physical Activity Promotion Factor Scale" community environment subscale developed by Li Jiawei (Li Jiawei, 2020) is selected, which is divided into 13 items in two dimensions: community equipment and community facility environment. Reliability for community equipment and community facility environment was found to be 0.748 and 0.866. The above scales are all scored using the Likert 5-level scoring method. 3.1.3 Questionnaire reliability and validity 3.1.3.1 Reliability test Cronbach's of the above scales α The coefficients are all above 0.7, indicating that the internal consistency reliability of the scale is within an acceptable range. According to statistics, the results are shown in Table 2. Finally,120 students were selected for retesting two weeks later, with a mean retest reliability of 0.86 indicating a high external reliability of the scale. Table 2. Statistical Results of the Reliability of the Factors Influencing Primary School Students' Extracurricular Sports Participation Scale Dimension Variables Alpha N Individual Perceived self－efficacy factor 0.792 4 Cognition factor 0.777 5 Attitude factor 0.877 8 Organization Parental support factor 0.731 6 Teacher assistance factor 0.798 3 Friend support factor 0.815 3 Interpersonal School physical environment factor 0.800 6 School system environment factor 0.639 6 Community Community equipment factor 0.748 3 Community environment factor 0.866 10 Complete scale 0.939 54 3.1.3.2 Validity test 3.1.3.2.1 Exploratory Factor Analysis Exploratory factor analysis was conducted on the survey data of factors influencing the social ecology of primary school students' extracurricular sports participation. KMO was 0.945, and the significance of Bartlett's test (P1 were included in the extraction range, and according to the changes in the Figure 2, their curves became flat after the 10th factor. Therefore, a total of 10 common factors were extracted, with a cumulative contribution rate of 65.910%. The extracted common factors were named self-efficacy (4 questions), cognitive factor (5 questions), attitude factor (8 questions), parental support factor (6 questions), teacher support (3 questions), and friend support factor (3 questions) School material support factor (6 questions), school policy support factor (6 questions), community equipment factor (3 questions), and community environment factor (10 questions).See Table 3 Table 3. Exploratory Factor Analysis Results Dimension Variables Contribution rate (%) Average load value Individual Perceived self－efficacy factor 10.256 0.733 Cognition factor 9.650 0.643 Attitude factor 7.603 0.648 Organization Parental support factor 5.774 0.659 Teacher assistance factor 6.834 0.676 Friend support factor 5.614 0.644 Interpersonal School physical environment factor 5.266 0.634 School system environment factor 5.671 0.674 Community Community equipment factor 4.758 0.686 Community environment factor 4.484 0.593 Total 65.910 0.659 3.1.3.2.2 Confirmatory factor analysis To verify the structural validity of the questionnaire, AMOS software was used for confirmatory factor analysis. The attitude towards extracurricular sports participation in reverse questions was positively processed, and 551 odd point data was imported into AMOS for analysis. The model fitting results are shown in Table 4. X2/df=2.46, RMSEA=0.036, and GFI, AGFI, CFI, IFI, TLI and other indices are all above 0.9, achieving the good fitting degree recommended by experts (Wen Zhonglin, 2004). In addition, the aggregated validity and discriminant validity of each variable are shown in Tables 5 and 6, with CR values above 0.7 and AVE values above 0.5, and P values showing significance, reaching an ideal state, indicating that the questionnaire has good structural validity and is suitable for research. Table 4. Model fitting results X 2 /df RMSEA GFI AGFI CFI IFI TLI 2.426 0.036 0.901 0.889 0.914 0.914 0.908 Table 5 . Convergence Validity Route Standardized factor load S.E. P composite reliability AVE Z1 ⇠ Perceived self－efficacy factor 0.752 0.835 0.559 Z2 ⇠ Perceived self－efficacy factor 0.773 0.05 *** Z3 ⇠ Perceived self－efficacy factor 0.711 0.05 *** Z4 ⇠ Perceived self－efficacy factor 0.755 0.049 *** R1 ⇠ Cognition factor 0.76 0.844 0.521 R2 ⇠ Cognition factor 0.731 0.054 *** R3 ⇠ Cognition factor 0.68 0.05 *** R4 ⇠ Cognition factor 0.717 0.05 *** R5 ⇠ Cognition factor 0.72 0.051 *** T1 ⇠ Attitude factor 0.676 0.898 0.527 T2 ⇠ Attitude factor 0.696 0.066 *** T3 ⇠ Attitude factor 0.715 0.064 *** T4 ⇠ Attitude factor 0.767 0.072 *** T5 ⇠ Attitude factor 0.795 0.07 *** T6 ⇠ Attitude factor 0.773 0.07 *** T7 ⇠ Attitude factor 0.697 0.069 *** T8 ⇠ Attitude factor 0.679 0.071 *** F1 ⇠ Parental support factor 0.656 0.858 0.503 F2 ⇠ Parental support factor 0.727 0.129 *** F3 ⇠ Parental support factor 0.734 0.128 *** F4 ⇠ Parental support factor 0.776 0.107 *** F5 ⇠ Parental support factor 0.674 0.099 *** F6 ⇠ Parental support factor 0.684 0.105 *** J1 ⇠ Teacher assistance factor 0.806 0.808 0.587 J2 ⇠ Teacher assistance factor 0.827 0.038 *** J3 ⇠ Teacher assistance factor 0.654 0.039 *** P1 ⇠ Friend support factor 0.777 0.818 0.601 P2 ⇠ Friend support factor 0.825 0.041 *** P3 ⇠ Friend support factor 0.721 0.04 *** W1 ⇠ School physical environment factor 0.714 0.874 0.537 W2 ⇠ School physical environment factor 0.702 0.062 *** W3 ⇠ School physical environment factor 0.677 0.062 *** W4 ⇠ School physical environment factor 0.779 0.061 *** W5 ⇠ School physical environment factor 0.758 0.062 *** W6 ⇠ School physical environment factor 0.765 0.063 *** ZC1 ⇠ School system environment factor 0.749 0.857 0.501 ZC2 ⇠ School system environment factor 0.732 0.056 *** ZC3 ⇠ School system environment factor 0.701 0.058 *** ZC4 ⇠ School system environment factor 0.721 0.055 *** ZC5 ⇠ School system environment factor 0.677 0.063 *** ZC6 ⇠ School system environment factor 0.665 0.063 *** S1 ⇠ Community equipment factor 0.733 0.750 0.500 S2 ⇠ Community equipment factor 0.714 0.045 *** S3 ⇠ Community equipment factor 0.675 0.044 *** S4 ⇠ Community environment factor 0.714 0.909 0.501 S5 ⇠ Community environment factor 0.756 0.076 *** S6 ⇠ Community environment factor 0.687 0.082 *** S7 ⇠ Community environment factor 0.738 0.077 *** S8 ⇠ Community environment factor 0.707 0.074 *** S9 ⇠ Community environment factor 0.716 0.073 *** S10 ⇠ Community environment factor 0.661 0.072 *** S11 ⇠ Community environment factor 0.674 0.073 *** S12 ⇠ Community environment factor 0.686 0.08 *** S13 ⇠ Community environment factor 0.733 0.082 *** Note. ***Indicating P<0.000 Table 6 . Discriminate validity (MSV) variables CEF CSEF SSEF SPEF FSF TAF PSF AF CF PSEF CEF 0.707 CSEF 0.696** 0.707 SSEF 0.652** 0.64** 0.707 SPEF 0.604** 0.564** 0.677** 0.732 FSF 0.418** 0.441** 0.44** 0.543** 0.775 TAF 0.47** 0.404** 0.588** 0.643** 0.512** 0.766 PSF 0.418** 0.394** 0.509** 0.53** 0.509** 0.491** 0.709 AF 0.448** 0.332** 0.433** 0.483** 0.429** 0.407** 0.424** 0.725 CF 0.501** 0.377** 0.528** 0.598** 0.471** 0.484** 0.484** 0.691** 0.721 PSEF 0.411** 0.304** 0.446** 0.535** 0.475** 0.439** 0.484** 0.681** 0.712** 0.747 AVE 0.501 0.5 0.501 0.537 0.601 0.587 0.503 0.527 0.521 0.559 Note. * Indicating P<0.05，** Indicating P<0.01, CEF= Community environment factor, CSEF= Community sports equipment, SSEF= School system environment factor, SPEF= School physical environment factor, FSF= Friend support factor, TAF= Teacher assistance factor, PSF= Parental support factor, AF= Attitude factor, CF= Cognition factor, PSEF= Perceived self－efficacy factor 4 Result 4.1.1 Score of extracurricular sports participation in primary school students The results are shown in Table 7 . Overall, the average score of extracurricular sports participation among primary school students in Sanming City is 24.26, with a decreasing trend from urban to rural areas. This indicates that the extracurricular sports participation of primary school students in urban areas is better than that of county and rural primary school students. Between different years, as grades increase, the extracurricular sports participation of primary school students shows a decreasing trend, while among different genders, the average score of boys is slightly higher than that of girls. Table 7 Score of extracurricular sports participation in primary school students (N = 1101) Layer Mean Std. Error Urban area 26.53 .515 County 22.99 .926 Township 18.24 .893 Third grade 25.38 .809 fourth grade 25.07 .815 fifth grade 23.75 .774 sixth grade 22.86 .901 Female 23.20 .616 Male 25.37 .543 Total 24.26 .413 4.1.1.2 Analysis of Differences in Scores of Extracurricular Sports Participation among Primary School Students A single factor ANOVA analysis was conducted on the average score of extracurricular sports participation among primary school students of different schools, grades, and genders. The results are shown in the Table 8 . There is a highly significant difference in extracurricular sports participation among primary school students of different schools, with urban areas being larger than county towns and rural areas, and county towns being larger than rural areas. This may be related to the support for extracurricular sports participation in the location of the school, different conditions, and regional economy. There are significant differences in scores among different grades and genders. Table 8 Results of one-way ANOVA for different groups sum-squares DF Mean -Square F P Area Location 59.595 28 2.128 3.661 .000 Error 623.170 1072 .581 Total 682.765 1100 Grade Location 59.921 28 2.140 1.731 .011 Error 1325.318 1072 1.236 Total 1385.239 1100 Gender Location 15.505 28 .554 2.287 .000 Error 259.579 1072 .242 Total 275.084 1100 4.1.2 Analysis of qualified participation and differences in extracurricular sports activities among primary school students The qualified standard for the quality of extracurricular sports participation among primary and secondary school students is a score of ≥ 36 for the amount of extracurricular sports participation. According to statistics, the results are shown in Table 9 . Overall, only 28.3% of primary school students have qualified participation in extracurricular sports. From the differences in schools attended by different regions, the qualification rate of urban schools is higher than that of county and rural schools, reaching 34.3%. County schools are also higher than rural schools, reaching 24.9%, while the lowest rate in rural areas is 12.6%. The qualification rate of extracurricular sports participation quality in lower grades is slightly higher than that in higher grades. From the perspective of different genders, the qualification rate of male extracurricular sports participation quality is slightly higher than that of female students, at 29.2%. This result is consistent with previous research, which suggests that as grades increase, the amount of extracurricular exercise participation decreases, possibly due to multiple factors such as individuals, families, schools, and society (Zhang Ru, 2017). Table 9 Statistics on the Quality of Extracurricular Sports Participation of Primary School Students in Different Groups(N = 1101) Group qualified unqualified N Percentage% Area urban area 231 442 673 34.3 county 55 166 221 24.9 Township 26 181 207 12.6 Grade Grade 3 81 203 284 28.5 Grade 4 86 171 257 33.5 Grade 5 76 213 289 26.3 Grade 6 69 202 271 25.5 Gender Male 157 380 537 29.2 Female 155 409 564 27.5 Total 312 789 1101 28.3 4.1.2.2 Analysis of Differences in quality of extracurricular sports participation among primary school students among different schools, grades, and genders To investigate whether there are differences in the quality of extracurricular sports participation among primary school students among different schools, grades, and genders, a single factor ANOVA analysis will be conducted. The results are shown in Table 10 . In terms of qualified participation in extracurricular sports, there are highly significant differences among primary school students in urban, county, and rural areas, while the differences between different grades and genders are not significant. Table 10 Results of one-way ANOVA for different groups Group sum-squares DF Mean -Square F P Area Location 7.259 2 3.629 15.904 .000 Error 250.569 1098 .228 Total 257.827 1100 Grade Location .409 3 .136 .581 .627 Error 257.418 1097 .235 Total 257.827 1100 Gender Location .619 1 .619 2.646 .104 Error 257.208 1099 .234 Total 257.827 1100 4.2 Correlation analysis To verify the relationship between the amount of extracurricular sports participation among primary school students and the influencing factors of social ecology, Pearson correlation analysis was used for validation. According to Table 11 , there is a significant correlation between the amount of extracurricular sports participation among primary school students and various levels of influencing factors in social ecology. According to the magnitude of the correlation coefficient, it can be seen that the amount of extracurricular sports participation of primary school students is mainly influenced by the individual level. From the change in correlation coefficient, it can be seen that the correlation between individuals and interpersonal relationships, organizations, and communities, as well as between individuals and organizations, and communities, gradually weakens. It can be seen that the relationship between the amount of extracurricular sports participation of primary school students and the influencing factors of social ecology is in line with the concentric circle principle of social ecology theory, that is, the more intimate the level with the individual, the more profound the influence, and the more outward the level has on the individual, the less obvious the influence. Table 11 Pearson correlation analysis and its results(Sig. two-tailed) Extracurricular Sports Participation Score Individual Organization Interpersonal Community Extracurricular Sports Participation Score 1 Individual .467 ** 1 Organization .303 ** .562 ** 1 Interpersonal .222 ** .500 ** .575 ** 1 Community .206 ** .452 ** .482 ** .590 ** 1 Note. ** At the 0.01 level (two- tailed), the correlation is significant. 4.3 Multiple linear regression To explore the impact of each factor in the four levels on primary school students' extracurricular sports participation, as well as the relationship between the factors at each level, a multiple linear regression analysis is proposed. Taking the scores of extracurricular sports participation activities of primary school students as the dependent variable and the 10 influencing factors of social ecology extracted from exploratory factor principal component analysis as independent variables, in order to reduce the interference of school, grade, and gender in the model, the first model introduces the school of study (1 = urban area, 2 = county, 3 = rural area), grade (3 = third grade, 4 = fourth grade, 5 = fifth grade, 6 = sixth grade) Gender (0 = female, 1 = male), as the control variable, is added to the first model based on social ecological factors such as self-efficacy, cognition, attitude, parental support, teacher assistance, friend support, school materials, school policies, community equipment, and community environment. The significance level is set to α = 0.05. As shown in Table 12 , Model 1 is the influence of the control variable on the score of extracurricular sports participation, while Model 2 is the influence of adding independent variables to the control variable on the score of extracurricular sports participation. The model fit R-squared of Model 1 is 0.586, which can explain 58.6% of the dependent variable. The F-value is 24.681, P < 0.000, indicating that the control variable has an impact on the dependent variable. In Model 2, the R-squared fitting of the model is 0.638, which can explain 63.8% of the dependent variable. The R-squared value is 0.052, the F-value is 29.012, and P < 0.000, indicating that the equation established by Model 2 is significant. In Model 1, the school and grade of primary school students have a negative impact on their extracurricular sports participation. This can be explained as follows: as the school and grade values increase, the extracurricular sports participation of primary school students decreases. For the school, the extracurricular sports participation of primary school students in urban areas is better than that in counties and rural areas. Gender has a positive impact, meaning that boys are better at participating in extracurricular activities than girls. Attitude in independent variables after controlling for the impact of school, grade, and gender on extracurricular activity participation( β = 3.818, P < 0.000), self-efficacy༈ β = 3.657, P < 0.000), cognition༈ β = 1.773, P < 0.000), support from friends༈ β = 1.632, P < 0.000), School Materials༈ β = 1.366, P < 0.000), parental support༈ β = 0.991, P < 0.000), community environment༈ β = 0.828 (P < 0.05) has a positive impact on the amount of extracurricular sports participation among primary school students. School policies༈ β=- 0815 (P < 0.05) has a negative effect on the participation of primary school students in extracurricular activities. Table 12 Multiple linear regression results Variable Model 1 Model 2 (Constant) 33.139 30.596 Area -3.963*** -2.688*** Grade -0.789* -0.662* Gender 1.873* 1.799* Community environment factor / 0.828* Attitude factor / 3.818*** School physical environment factor / 1.366*** Parental support factor / 0.991*** Cognition factor / 1.773*** Perceived self-efficacy factor / 3.657*** Friend support factor / 1.632*** Teacher assistance factor / 0.408 Community equipment factor / 0.059 School system environment factor / -0.815* R² 0.586 0.638 ΔR² 0.586 0.052 F 24.681*** 29.012*** Note. * Indicating P < 0.05, ** Indicating P < 0.01, *** Indicating P < 0.000 5 Discussion 5.1.1 Discussion on the Quality of Primary School Students' Extracurricular Sports Participation Behavior The study's results show that, when taking into account the total score for involvement in extracurricular sports, Sanming City's primary school kids average 24.26 points which is below the national average (36) for regular sports activity, which is a significant difference. 1. In terms of grade level variations, primary school pupils' extracurricular sports participation scores show a discernible downward trend as they advance through higher grades. This pattern is consistent with related research because students in higher grades usually face more academic pressure, which reduces their time and frequency of participation in extracurricular sports. As a result, the level of engagement declines. It's crucial to remember that this tendency is dynamic and continuing, and an ANOVA study did not reveal any statistically significant changes. 2. Boys typically score higher than females when it comes to gender disparities, and these variations in scores are statistically significant. Nevertheless, there is no discernible difference between boys and girls in terms of the level of engagement. In elementary school, there aren't many physiological differences between boys and girls, which could explain this lack of differentiation. Current research indicates that gender has little bearing on sports participation, which lends credence to this point of view (Hu Penghui, 2019). 3. When it comes to geographical disparities, elementary school pupils in urban schools had higher extracurricular sports participation scores and qualification rates than students in county and rural schools. Furthermore, county schools perform better in this area than rural schools. This disparity could be linked to China's unequal economic development and distribution of resources for school athletics. More extensive sports programs in urban schools typically boost students' attitudes, cognitive judgments, and self-efficacy toward extracurricular sports. Furthermore, compared to their counterparts in county and rural settings, primary school pupils in metropolitan locations frequently receive more assistance from parents, teachers, and the community (Zhang Jiancheng, 2012; Ji Liu, 2019). 5.1.2 Discussion on factors influencing the quality of extracurricular sports participation behavior among primary school students The results of the study show that school, grade, and gender have a substantial impact on the caliber of extracurricular sports involvement by primary school kids when taken into account as control variables in Model 1. Gender has a beneficial effect, whereas school and grade have a negative one. This demonstrates the differences in students' participation in extracurricular sports between schools, grades, and genders. Following the adjustment for these control variables, Model 2 introduces social ecological influencing factors as independent variables. The results of multiple linear regression analysis determine the top three influencing factors. The three most important variables are attitude (β = 3.818, P < 0.000), self-efficacy (β = 3.657, P < 0.000), and cognition (β = 1.773, P < 0.000). Notably, in the context of social ecology, each of the three elements is at the individual level. This emphasizes that the individual level is the main factor influencing the extracurricular sports involvement of primary school kids among the social-ecological influencing factors. The individual level, which is based on self-psychology inside the microsystem, is concerned with how individual psychology influences behavior and, in turn, shapes the nature of that conduct. The results of the study confirm that the most significant influence on the quality of extracurricular sports participation behavior is made by the individual's development of attitudes, self-efficacy, and cognitive elements. This is consistent with findings from global research projects that claim individual psychological characteristics mostly influence students' physical activity (Zhang Tao, 2013). External factors are ordered according to their impact, with parental support, school material assistance, and friend support coming in close second and third, respectively. The material environment of the school and the support of friends have a significant influence on how well primary school pupils participate in extracurricular sports. While peer support is the main factor driving elementary school pupils to participate in extracurricular activities, a positive school environment can gently pique students' interest in sports involvement. Since elementary school students typically receive less support from their parents during extracurricular activities, parental support, ranking sixth, may have less of an impact. Additionally, the quality of extracurricular sports participation behavior among primary school pupils is positively influenced by the neighborhood environment. It's interesting to note that extracurricular sports participation behavior among students is negatively impacted by school policies at the organizational level; the stronger the policies, the worse the quality of participation. Stronger school rules that place an emphasis on physical education can be credited for this association, which may lessen the demand for extracurricular sports participation options. This is indicative of a larger social trend in which participation in extracurricular activities may go unnoticed and unrecognized. This study reveals that teacher support has no discernible effect on the quality of extracurricular sports participation behavior among primary school kids, which is in contrast to previous research that suggested beneficial teacher influences on student sports participation (Donglin Hu, 2021). This could be because physical education instructors in many domestic schools do not provide adequate direction to primary school children about their engagement in extracurricular sports. Furthermore, there is no discernible impact of communal equipment at the local level. In summary, a variety of levels including individuals, interpersonal interactions, organizations, and communities influence how well primary school pupils participate in extracurricular sports. Of these, the individual level is the most important influencing element. Changes at that level are ultimately driven by the other levels' effects on the person level, which in turn influences individual behavior. 6 Conclusion and recommendations 6.1 Conclusion (1)Since the majority of students in Sanming City's primary schools participate in extracurricular sports at very low levels, there is a need for significant improvement in the quality of extracurricular sports participation. There are notable differences between rural and urban locations, and as pupils move through higher grades, there is a decline in activity levels. Though the difference is not very noticeable, boys often engage in somewhat more activities than girls. (2)The results of the correlation study show that the four levels are interdependent, and that changes at one level have an impact on changes at other levels, which in turn affects how much extracurricular sports engagement primary school pupils engage in. The attitudes, self-efficacy, and cognitive functioning of the individual are impacted by these shifts in participation quality. The impacts cascade down the different tiers, forming a complex network of relationships that shape elementary school pupils' extracurricular sports involvement habits and caliber. The main social-ecological variables influencing primary school pupils' extracurricular sports involvement behavior are determined via regression analysis. The biggest effects are from individual-level variables, such as attitudes, self-efficacy, and cognition. The material environment of the school, parental support, community support, and friend support all have a significant impact on the quality of participation. 6.2 Recommendation The following suggestions are put out in light of the social ecology concept of concentric circles: (1) Parents need to reshape their understanding of extracurricular sports participation Parents need to change the way they view their children's involvement in extracurricular activities: Parents have a major impact on elementary school students' involvement in extracurricular activities due to the interpersonal layer. To encourage higher participation quality, parents should educate themselves on the advantages of participating in extracurricular sports, actively encourage their kids' engagement, and serve as role models for their kids. (2) Schools should strive to create conditions for extracurricular sports participation Schools should establish the necessary framework for students to participate in extracurricular sports: As the main place where students spend their time, schools should make sure that there are enough chances for extracurricular sports participation. Guidance from teachers, well-equipped locations, a variety of activity options, and efficient organizational communication can all help achieve this. Schools can, for instance, set up a system of guiding teachers, support students in choosing their own projects, promote sports, and upgrade sports facilities. (3) The community should start building an extracurricular sports participation platform Communities should establish extracurricular sports participation platforms: While the community level has a weaker correlation, it still influences primary school students' extracurricular sports participation. Therefore, communities should strive to provide suitable sports participation platforms for students during weekends and leisure time. These platforms should include facilities, a supportive environment, organized sports activities, safety measures, and more. (4)The tripartite linkage of "family, school, and society" guides the transformation of students' attitudes, self-efficacy, and cognition. Three-way cooperation between the "family, school, and society" to improve the attitudes, self-efficacy, and cognitive abilities of students: Given the importance of multi-party interventions in behavior modification, communities, schools, and parents should work together to affect children' attitudes toward participating in extracurricular activities and their sense of self-efficacy. This method improves students' physical health while guaranteeing the caliber and sustainability of their extracurricular sports involvement. 6.3 Implication By examining extracurricular sports engagement, this study tackles the alarming physical fitness and health state of Chinese primary school kids. The study investigates the extracurricular sports participation behavior of Sanming City primary school kids, utilizing the social ecology theory as a framework to identify factors contributing to low participation quality. It also provides helpful suggestions for enhancing physical education in institutions of compulsory education. The study encourages the development of primary school students' physical and mental health in addition to paving the way for similar cities to increase the involvement of these pupils in extracurricular sports. 6.4 Limitation This study has certain shortcomings despite its important findings. Due to the influence of social ecology theory, the questionnaire design may unintentionally ignore influential elements that are not included in the predetermined levels. Furthermore, the study concentrated on elementary school pupils in grades 3–6, who have a range of reading comprehension skills, which could have an impact on survey results and response accuracy. Further research may also deepen the integration of social ecology theory into the analysis process. Declarations Author Contribution Youhuan Zhu: Writing – original draft. Haroona Qurban: Writing – review & editing. Shengli Cui: Writing – original draft. Data Availability The original contributions presented in the study are included in the article/supplementary material,further inquiries can be directed to the corresponding author. References Bian, Y. Development of the Learning Self Efficacy Scale. Psychological Science, (05) , 1218–1222. (2004). Bronfenbrenner, U. 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Li, S. & Yang, S. The Motivation, Obstacle, and Relief of the Development of Youth Sports Training Industry under the Background of the Double Reduction Policy - Based on the Push-Pull Theory Analysis. Paradigm J. Shenyang Inst. Phys. Educ. 02 , 41–47 (2023). Liu, Y., Sun, C. & Sun, Y. Investigation and Research on Sports Attitudes and Behaviors of Chinese College Students. China Sports Technology, (01) . (2001). Liu, Y., Sun, C. & Sun, Y. Investigation and Research on Sports Attitudes and Behaviors of Chinese College Students. China Sports Technology, (01) . (2001). Mao Rongjian. Establishment and Testing of a Nine Factor Model of Exercise Attitude Behavior for Teenage Students (Master's Thesis, Beijing Sport University). (2003). National Health Commission, Ministry of Education, General Administration of Sports, etc. Notice on Issuing the Implementation Plan for Obesity Prevention and Control in Children and Adolescents . 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Family capital and parenting styles: family class differences in physical activity among adolescents. Sports Sci. 03 , 48–57 (2019). Wang, J. & Chen, Y. Current Situation, Constraints, and Development Strategies of School Sports Facilities in China. J. Shanghai Inst. Phys. Educ. 02 , 86–89 (2015). Wen, X. The Impact of Physical Exercise on Adolescent Cognitive Ability and Academic Performance: Research History, Current Status, and Future. Sports Sci. 03 , 73–82 (2015). Wu, J. Analysis of Factors Influencing Extracurricular Sports Participation of Primary School Students in Beijing under the Social Ecological Model (Master's Thesis, Capital Institute of Physical Education). (2022). Yang, M. et al. The evolution, opportunities, challenges, and implementation paths of delayed after-school physical education services in primary and secondary schools in China under the double reduction policy. Res. Phys. Educ. 02 , 21–32 (2022). Yang, S. It's Not Easy to Say I Love You : The Status and Problems of Youth Sports Participation - Based on a Survey and Analysis of 10 Provinces (Cities) in China. Res. Chin. Youth . 07 , 5–13 (2020). Ye, J. Basic concepts and categories of social ecology. J. Yantai Univ. (Philosophy Social Sci. Edition) . 03 , 250–258 (2001). Zhang, L., Lu, C. & Chen, B. The Path of Physical Exercise Affecting Middle School Students' Academic Performance. Youth Research, (06) , 70–82 + 93. (2021). Zhang, T. et al. Integrating self-determination theory with the social ecological model to understand students' physical activity. Rev. Sport Exerc. Psychol. 6 (1), 54–76 (2013). Zhang, X., Shen, L. & Li, M. The relationship between sports habits and mental health of middle school students. J. Chengdu Inst. Phys. Educ. 04 , 47–50 (2002). Zhang, X., Liqin, S. & Li, M. The relationship between sports habits and mental health of middle school students. J. Chengdu Inst. Phys. Educ. (04) , 47–50 (2002). Zhao, X., Wang, S. & Wei, J. Reflection on Traditional Extracurricular Sports Activities in China. J. Phys. Educ. 04 , 106–109 (2019). Zhuo, C. The development and prospects of ecosystem theory in the field of social work. Jianghai Acad. J. 03 , 113–119 (2013). Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5201621","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Article","associatedPublications":[],"authors":[{"id":367685228,"identity":"e4b59143-a78d-41a1-beaa-0c3b160e65ed","order_by":0,"name":"Youhuan Zhu","email":"","orcid":"","institution":"1No.9 Middle School,Quanzhou City","correspondingAuthor":false,"prefix":"","firstName":"Youhuan","middleName":"","lastName":"Zhu","suffix":""},{"id":367685231,"identity":"30c308bd-e377-4585-9cdc-132085d3d834","order_by":1,"name":"Haroona Qurban","email":"","orcid":"","institution":"4Mirpur university of science and technology,","correspondingAuthor":false,"prefix":"","firstName":"Haroona","middleName":"","lastName":"Qurban","suffix":""},{"id":367685235,"identity":"8c2c4f2e-a37a-4604-bda1-37abd017dd40","order_by":2,"name":"Shengli Cui","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA7UlEQVRIiWNgGAWjYBACCQkIzcPAwP/gwAcGhgRStPAwPpxBihaQLmZjHmK0SM5ufvaAcYedjDn72WPStm12efzsDYwfPubg1iItc8zcgPFMMo9lT16adG5bcrFkzwFmyZnbcGuRk0gwk2BsY+YxOJBgBtTCnLjhRgIbMy9eLenfgFrqeQzOPzCTtmyrJ6xFWiIHZMthHoMbOcbGQAZhLZIzcsokEtuOA7U8S3zYc+544syeg814/SJxI32bxMe2anuD88kHDvwoq07sZ28++OEjHi1gkABjMLKByQYC6lHAH1IUj4JRMApGwUgBAPWNTxkJoa+1AAAAAElFTkSuQmCC","orcid":"","institution":"Sanming University","correspondingAuthor":true,"prefix":"","firstName":"Shengli","middleName":"","lastName":"Cui","suffix":""}],"badges":[],"createdAt":"2024-10-04 05:38:19","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-5201621/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-5201621/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":67355456,"identity":"3cdc47f6-45eb-44bb-ac93-ac05996f8ade","added_by":"auto","created_at":"2024-10-24 05:02:10","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":69882,"visible":true,"origin":"","legend":"\u003cp\u003eA \"Five Level\" Model of Exercise Behavior Based on Social Ecology Theory\u003c/p\u003e","description":"","filename":"floatimage155.png","url":"https://assets-eu.researchsquare.com/files/rs-5201621/v1/a991ffbe1d7a6b26f25a6a1f.png"},{"id":67355455,"identity":"575cda6b-2046-4981-855a-44be88c1b150","added_by":"auto","created_at":"2024-10-24 05:02:09","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":35646,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eFactor analysis Scree plot\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"floatimage2.png","url":"https://assets-eu.researchsquare.com/files/rs-5201621/v1/5bdb8719ae49af5f111a8329.png"},{"id":84707365,"identity":"8cbba3d3-1e5b-47b4-81e5-45a8a58f3b2d","added_by":"auto","created_at":"2025-06-16 12:38:42","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":2356389,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5201621/v1/712038f9-8240-4626-a925-e1f9e20fca5a.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Investigating the influence of socio ecological factors on the engagement of primary school students in extracurricular sports: A comparative analysis across gender, grade, and urban versus rural environments","fulltext":[{"header":"1 Introduction","content":"\u003cp\u003eThe provision of physical education in primary schools is of utmost importance in molding kids' perceptions of sports, fostering a desire to participate in sports, and cultivating a lifelong enthusiasm for physical activities. Unfortunately, primary school students frequently face undue academic pressure and extra cultural tutoring sessions due to the educational system and parental expectations. This tendency to place a higher value on academics than on sports not only prevents kids from being more aware of and interested in sports, but it also negatively impacts their physical and emotional health.\u003c/p\u003e \u003cp\u003eIn 2019, the Ministry of Education's Department of Sports, Health, and Art Education revealed that just 23.8% of Chinese youth aged 6 to 22 possessed outstanding or good physical health. Furthermore, according to data from the National Health Commission, by 2020, the rate of myopia in children and adolescents in China had exceeded 50%, and the rate of overweight and obesity had reached 20%. These concerning numbers highlight the serious health problems that Chinese teenagers face.\u003c/p\u003e \u003cp\u003eTaking proactive measures to tackle these concerns, the Chinese government has acknowledged the seriousness of the situation. Often referred to as \"Double Reduction,\" the State Council published \"Opinions on Further Reducing the Homework Burden and Off-campus Training Burden of Students in Compulsory Education Stage\" in 2021. This initiative sought to improve the health while reducing the burden of coursework on students. The goal of this approach was to support students' overall development while easing their academic demands. The \"Double Reduction\" policy had been in place for almost two years by July 2023. At the macro and meso levels of theoretical investigation, the academic community mainly concentrated on addressing the issues facing the youth sports training sector, improving the standard of school sports curricula, and maximizing after-school sports services. Nevertheless, not much research has focused on studying how involvement in extracurricular activities has changed at the micro level, mostly focusing on primary school pupils. The physical and mental well-being of elementary school pupils has always been of utmost importance, and primary schools serve as crucial arenas for the implementation of compulsory education.\u003c/p\u003e \u003cp\u003eIn 2021, the Ministry of Education concurrently presented the idea of \"double increase.\" By providing more time and possibilities for extracurricular activities, this strategy encouraged pupils to participate in sports and art instruction. The \"double reduction\" and \"double increase\" strategies provide a thorough method for raising students' general well-being.\u003c/p\u003e \u003cp\u003eMany Chinese provinces and cities have adjusted their policies to fit local circumstances in response to these national directions. In addition to lessening the academic load on students, these regional initiatives have given school athletics and the sports sector new life.\u003c/p\u003e \u003cp\u003eTo sum up, the government's initiative to lessen the academic load and support extracurricular sports activities represents a positive turn in the direction of improving the physical and mental health of Chinese primary school students.\u003c/p\u003e \u003cp\u003eStudies have indicated the significant advantages that students derive from participating in extracurricular activities, not only in relation to their physical well-being but also in numerous other domains. These advantages include increased cognitive capacity, better academic achievement, stronger social skills, and the growth of personality and self-worth. Additionally, extracurricular sports can support physical education curricula and help students in consolidating classroom knowledge, promoting overall physical and mental growth.\u003c/p\u003e \u003cp\u003eDespite from the initiatives taken by the government of China, the level of extracurricular sports involvement among students in primary schools right now is far from optimal. There are many encounter barriers that prevent students from participating in extracurricular activities. These obstacles are caused by a number of things, such as social, familial, educational, and individual forces.\u003c/p\u003e \u003cp\u003eGiven the increased focus on sports following the implementation of \"Double Reduction\" and \"Double Increase,\" an evaluation of the caliber of extracurricular sports participation among elementary school pupils is necessary. Based on the social ecology theory, this study looks into what influences primary school children' participation in extracurricular sports. After the \"Double Reduction\" policy was put into place, it aims to find and examine the obstacles preventing this age group from participating in high-quality extracurricular activities. The study's next goal is to offer workable and realistic suggestions to deal with these issues and encourage primary school kids to participate in extracurricular sports in a more meaningful and engaged way.\u003c/p\u003e"},{"header":"2 Literature review","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e2.1 Theory of Social Ecology\u003c/h2\u003e \u003cp\u003eBronfenbrenner synthesized ecological and sociological information to create an early social ecosystem model in his seminal work \"Ecology of Human Development.\" With the development of this paradigm, social ecology was first applied in psychology (Bronfenbrenner U, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e1979\u003c/span\u003e). It divided systems into four categories: macrosystems, external systems, mesosystems, and microsystems. It proposed that while mesosystems and external systems shape microsystems, microsystems have the most direct effect on individuals. Individuals and microsystems, in turn, limit how well mesosystems, external systems, and macrosystems work. Mesosystems are primarily influenced by macrosystems and external systems. Every system influences every other system in this way (Zhuo Caiqin, 2013; Ye Jun, 2001). As a result, the theory of social ecology gradually improved and researchers used it to successfully address a variety of behavioral treatments, including addressing smoking addiction, encouraging healthy habits, and reducing campus violence (Hong J S, 2012).\u003c/p\u003e \u003cp\u003eThe \"five-level\" paradigm developed and grew in the context of exercise behavior with these advantageous additions and improvements. Together, the five level, which are represented in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, form a concentric circle that includes people (including self-efficacy and cognition), interpersonal relationships (support from peers, teachers, and family), organizations (like schools and institutions), communities (the surroundings, events, and facilities), and policies (education policies, laws, and regulations). The closer a level is to the center, the more direct its influence on individual behavior. In summary, social ecology theory is a burgeoning interdisciplinary framework that has found application and development in fields like psychology, sports, and health behavior.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e2.2 Study on the Current Context and Determinants of Students' Involvement in Extracurricular Sports\u003c/h2\u003e \u003cp\u003eThe first step in conducting further research is to examine the current situation of extracurricular sports participation and the factors that influence it. Such studies give us new perspectives on the dynamics, problems, factors, and shortcomings of extracurricular sports participation among elementary and secondary school children. Consequently, this data can support the development of workable solutions. This study segment focuses on the current state of extracurricular sports involvement, including time allocation, frequency, activity types, facilities available, interest, and variables influencing participation.\u003c/p\u003e \u003cp\u003eThere are a number of issues with primary school students' current participation in extracurricular sports. First of all, the participation duration is much less than the recommended daily minimum of one hour of extracurricular physical exercise, which is the national standard. Unfortunately, according to Zhang Jiancheng (2012), just 21.8% of students fulfill this condition. Second, there are numerous concerns with regard to the quantity of participation, the variety of activities, and accessibility to sufficient facilities. These problems consist of time and space limitations, a lack of diversity in sports programs, and inadequate access to sports facilities (Zhao Xia, 2019).\u003c/p\u003e \u003cp\u003eThese difficulties stem from many different places, such as the social, familial, educational, and individual spheres. Key elements at the individual level include motives and personal interests (Sun Derong, 2015), attitudes and cognitive views toward exercise (Liu Yimin, 2001), and self-efficacy during physical activities (Song Mengke, 2022). At the family level, it mostly depends on the parenting styles and material assistance given (Dan Yujin, 2015), along with the parents' financial situations, educational backgrounds, and jobs (Wang Fubaihui, 2019).\u003c/p\u003e \u003cp\u003eThese problems are strongly related to the availability of sports facilities and equipment at the school level (Wang Jian, 2015), school sports regulations (Guo Kelei, 2019), teacher guidance (Ding Xiaoyan, 2020), and the pressures kids confront in their academic lives (Xia Shuhua et al., 2016 ; Yang Han, 2014;Yi Feng et al., 2018; Zhang Danqing, 2020).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003e2.3 Studies on Students' Participation in Extracurricular Sports from a Social Ecology Perspective\u003c/h2\u003e \u003cp\u003eThe majority of research that is currently available examines the elements and tactics that encourage involvement in extracurricular sports. For instance, Yu Haocong's research focuses on urban youth and explores the individual, interpersonal, and organizational factors that limit their engagement in physical exercise both on and off campus. The results emphasize the importance of interpersonal relationships and the reciprocal effects among these dimensions in determining engagement in physical activities (Yu Haocong, 2020). Similarly, Dai Jun describes individual, interpersonal, and communal factors that influence extracurricular physical activity among teenagers aged 11\u0026ndash;17 using the \"Five Levels Theory\" of the social ecology model. The study shows that extracurricular physical activity behavior is strongly impacted by individual self-efficacy, activity barriers, and peer and family support within the interpersonal dimension. Through interpersonal relationships, the community component indirectly affects individual behavior within a framework of reciprocal constraints (Dai Jun, 2017). Moreover, Wu Jinrong uses a social ecology model to investigate several levels of influencing factors for Beijing primary school kids' engagement in extracurricular sports (Wu Jinrong, 2021).\u003c/p\u003e \u003cp\u003eTo sum up, the majority of recent studies applying social ecology theory to sports have focused on theoretical examinations and verification of variables affecting physical activity and exercise. Even though much progress has been made in this area, studies specifically focusing on primary school children' involvement in extracurricular sports are still conspicuously lacking. Studies that are currently available have looked at characteristics that affect extracurricular sports involvement, but they have primarily focused on the quantity of engagement rather than the quality of it. Participating in high-quality extracurricular sports involves a number of variables, such as how often, how long, and how hard a person plays sports. Primary school years are crucial for developing interests in and passions for sports, and involvement in extracurricular activities is essential for creating a lifelong habit of physical activity. However, there are still a lot of factors that affect primary school children' present participation in extracurricular sports, and it's unclear which ones are the most important. Consequently, it is imperative to thoroughly clarify the elements that influence primary school children' engagement in extracurricular sports from several angles. This knowledge has the potential to greatly improve the caliber of extracurricular sports participation for elementary school children.\u003c/p\u003e \u003cp\u003eThe current study carried out research in Sanming City to meet this demand. Based on the social ecology theory, the study examined the main variables influencing Sanming City primary school kids' involvement in extracurricular sports after the \"double reduction\" policy was put into place. Four levels were taken into consideration in the analysis: the individual level, which included self-efficacy, behavioral attitudes, and cognitive aspects; the interpersonal level, which included support from friends, parents, and teachers; the organizational level, which included support from school materials and policies; and the community level, which took into account environmental factors and community facilities. The objective was to broaden our body of knowledge and offer insightful information for future studies targeted at improving the caliber of extracurricular sports engagement among primary school students.\u003c/p\u003e \u003c/div\u003e"},{"header":"3 Methods","content":"\u003cp\u003e\u003cstrong\u003e3.1 Questionnaire survey method\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.1.1 Survey Object\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn the research conducted in Sanming City, a stratified cluster sampling method was employed to select a total of 10 primary schools, consisting of 2 urban, 4 county, and 4 township primary schools, each representing different regions. The study encompassed students in grades 3 to 6 from each of these selected schools. All research was performed in accordance with relevant guidelines/regulations by the Sanming university institutional review board, and informed consent was obtained from all participant\u0026rsquo;s parents. This study was reviewed and approved by the Institutional Review Board of Sanming University. \u0026nbsp;Research have been performed in accordance with the declaration of Helsinki. A total of 1,400 questionnaires were distributed among the participants, and subsequently, 1,290 completed questionnaires were returned. After filtering out incomplete responses, instances of identical answers, and other clearly random or invalid responses, a total of 1,101 valid questionnaires were included in the analysis, yielding an effective response rate of 85.3%. For more detailed information, please refer to Table 1.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 1.\u003c/strong\u003e Basic situation of subjects (n = 1101)\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"397\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSort\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLayer\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eN\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercentage\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003eArea\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 104px;\"\u003e\n \u003cp\u003eurban area\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e673\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e61.1%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 104px;\"\u003e\n \u003cp\u003ecounty\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 66px;\"\u003e\n \u003cp\u003e221\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e20.1%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 104px;\"\u003e\n \u003cp\u003eTownship\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 66px;\"\u003e\n \u003cp\u003e207\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e18.8%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003eGrade\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003eGrade 3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 66px;\"\u003e\n \u003cp\u003e284\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e25.8%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003eGrade 4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 66px;\"\u003e\n \u003cp\u003e257\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e23.3%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003eGrade 5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 66px;\"\u003e\n \u003cp\u003e289\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e26.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003eGrade 6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 66px;\"\u003e\n \u003cp\u003e271\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e24.6%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003eGender\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 104px;\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e564\u003c/p\u003e\n \u003cp\u003e537\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e51.2%\u003c/p\u003e\n \u003cp\u003e48.8%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e3.1.2 Measurement tools\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eIndividual level:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eLevel of extracurricular activity participation.\u003c/em\u003e\u003c/strong\u003e The \u0026quot;Physical Exercise Level Scale\u0026quot; developed by Liang Deqing and others from Wuhan Institute of Physical Education was used as a quantitative tool for studying the level of extracurricular sports participation. The scoring formula of the scale is: exercise volume=intensity (duration -1) * frequency.\u0026nbsp;After testing, reliability of the scale was 0.82 (Liang Deqing, 1994). According to the 2014 survey on the status of national fitness activities, the number of people who regularly participate in sports in accordance with national standards is 3 * 4 * 3=36 points. Therefore, if the score of extracurricular sports participation in the study is less than 36, it belongs to the unqualified quality of extracurricular sports participation, and if the score is \u0026ge; 36, it is qualified. To improve the accuracy of students\u0026apos; responses to the questionnaire, the time for answering the extracurricular sports participation level scale was set to the 7 days.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eSelf-efficacy scale.\u0026nbsp;\u003c/em\u003e\u003c/strong\u003eA simplified version of the self-efficacy questionnaire for overcoming physical activity barriers was selected, which consists of 4 items. After testing, the scale has good reliability (0.792).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eExtracurricular Sports Participation Cognitive and Attitude Scale.\u003c/em\u003e\u003c/strong\u003e Drawing on the \u0026quot;Exercise Attitude Scale\u0026quot; developed by Mao Rongjian in the \u0026quot;Handbook for the Evaluation of Common Psychological Scales in Sports Science\u0026quot;, this scale divides exercise attitude into 8 dimensions. This study selected two dimensions of behavioral cognition and attitude, and tested its reliability. The Cronbach \u0026alpha; =0.777 and 0.877 for behavioral cognition and attitude respectively.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInterpersonal level:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eParental Support Scale.\u003c/em\u003e\u003c/strong\u003eThe Parental Support Scale for Children and Adolescents was selected for the interpersonal level \u0026apos;Parental Support Scale\u0026apos; (Guo Qiang, 2016). parental activity support behavior and attitude consisting of 6 questions was used. The value of Cronbach \u0026alpha; for this scale was found to be 0.731.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eTeacher and friends Support Scale\u003c/em\u003e\u003c/strong\u003e. We selected the friend and teacher support subscale from the \u0026quot;Exercise Participation Social Support Scale\u0026quot; developed by scholar Chen Shanping, with a total of 6 questions, 3 for teacher support and 3 for friend support (Chen Shanping, 2007). After testing reliability the value of \u0026alpha; for teacher and friends support was found to be 0.798 and 0.815 respectively.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eOrganizational level:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eSchool sports physical environment and sports policy.\u003c/em\u003e\u003c/strong\u003e At the organizational level, the study mainly discusses the school environment for primary school students\u0026apos; extracurricular sports participation, including the physical environment and policy for school sports. Therefore, the school sports physical environment questionnaire (6 questions) and the school sports policy questionnaire (7 questions) from Dr. Guo Kelei\u0026apos;s thesis of Shanghai Sports School were selected (Guo Kelei, 2019). Reliability for physical environment and policy was found to be 0.800 and 0.639 respectively.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCommunity level:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eCommunity equipment and community facility environment.\u003c/em\u003e\u003c/strong\u003e In terms of influencing factors at the community level, the study mainly discusses the impact of community environment on primary school students\u0026apos; extracurricular sports participation. The \u0026quot;Youth Physical Activity Promotion Factor Scale\u0026quot; community environment subscale developed by Li Jiawei (Li Jiawei, 2020) is selected, which is divided into 13 items in two dimensions: community equipment and community facility environment. Reliability for community equipment and community facility environment was found to be 0.748 and 0.866.\u003c/p\u003e\n\u003cp\u003eThe above scales are all scored using the Likert 5-level scoring method.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.1.3 Questionnaire reliability and validity\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.1.3.1 Reliability test\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eCronbach\u0026apos;s of the above scales \u0026alpha; The coefficients are all above 0.7, indicating that the internal consistency reliability of the scale is within an acceptable range.\u0026nbsp;According to statistics, the results are shown in Table 2.\u0026nbsp;Finally,120 students were selected for retesting two weeks later, with a mean retest reliability of 0.86 indicating a high external reliability of the scale.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 2.\u0026nbsp;\u003c/strong\u003eStatistical Results of the Reliability of the Factors Influencing Primary School Students\u0026apos; Extracurricular Sports Participation Scale\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 151px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDimension\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 227px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVariables\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 95px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAlpha\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eN\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eIndividual\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 227px;\"\u003e\n \u003cp\u003ePerceived self－efficacy\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 95px;\"\u003e\n \u003cp\u003e0.792\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 227px;\"\u003e\n \u003cp\u003eCognition factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 95px;\"\u003e\n \u003cp\u003e0.777\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 227px;\"\u003e\n \u003cp\u003eAttitude factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 95px;\"\u003e\n \u003cp\u003e0.877\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eOrganization\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 227px;\"\u003e\n \u003cp\u003eParental support factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 95px;\"\u003e\n \u003cp\u003e0.731\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 227px;\"\u003e\n \u003cp\u003eTeacher assistance factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 95px;\"\u003e\n \u003cp\u003e0.798\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 227px;\"\u003e\n \u003cp\u003eFriend support factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 95px;\"\u003e\n \u003cp\u003e0.815\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eInterpersonal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 227px;\"\u003e\n \u003cp\u003eSchool physical environment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 95px;\"\u003e\n \u003cp\u003e0.800\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 227px;\"\u003e\n \u003cp\u003eSchool system environment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 95px;\"\u003e\n \u003cp\u003e0.639\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCommunity\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 227px;\"\u003e\n \u003cp\u003eCommunity equipment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 95px;\"\u003e\n \u003cp\u003e0.748\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 227px;\"\u003e\n \u003cp\u003eCommunity environment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 95px;\"\u003e\n \u003cp\u003e0.866\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 151px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eComplete scale\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 227px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 95px;\"\u003e\n \u003cp\u003e0.939\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003e54\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e3.1.3.2 Validity test\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.1.3.2.1\u003c/strong\u003e \u003cstrong\u003eExploratory Factor Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eExploratory factor analysis was conducted on the survey data of factors influencing the social ecology of primary school students\u0026apos; extracurricular sports participation. KMO was 0.945, and the significance of Bartlett\u0026apos;s test (P\u0026lt;0.01) showed that the data was very suitable for factor analysis.\u0026nbsp;Factors with eigenvalues\u0026gt;1 were included in the extraction range, and according to the changes in the Figure 2, their curves became flat after the 10th factor. Therefore, a total of 10 common factors were extracted, with a cumulative contribution rate of 65.910%. The extracted common factors were named self-efficacy (4 questions), cognitive factor (5 questions), attitude factor (8 questions), parental support factor (6 questions), teacher support (3 questions), and friend support factor (3 questions) School material support factor (6 questions), school policy support factor (6 questions), community equipment factor (3 questions), and community environment factor (10 questions).See Table 3\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e3.\u0026nbsp;\u003c/strong\u003eExploratory Factor Analysis Results\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"605\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 15.8678%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDimension\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 35.7025%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVariables\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 26.6116%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eContribution rate (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.8182%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAverage load value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 15.8678%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eIndividual\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 35.7025%;\"\u003e\n \u003cp\u003ePerceived self－efficacy\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 26.6116%;\"\u003e\n \u003cp\u003e10.256\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.8182%;\"\u003e\n \u003cp\u003e0.733\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 15.8678%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 35.7025%;\"\u003e\n \u003cp\u003eCognition factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 26.6116%;\"\u003e\n \u003cp\u003e9.650\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.8182%;\"\u003e\n \u003cp\u003e0.643\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 15.8678%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 35.7025%;\"\u003e\n \u003cp\u003eAttitude factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 26.6116%;\"\u003e\n \u003cp\u003e7.603\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.8182%;\"\u003e\n \u003cp\u003e0.648\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 15.8678%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eOrganization\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 35.7025%;\"\u003e\n \u003cp\u003eParental support factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 26.6116%;\"\u003e\n \u003cp\u003e5.774\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.8182%;\"\u003e\n \u003cp\u003e0.659\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 15.8678%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 35.7025%;\"\u003e\n \u003cp\u003eTeacher assistance factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 26.6116%;\"\u003e\n \u003cp\u003e6.834\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.8182%;\"\u003e\n \u003cp\u003e0.676\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 15.8678%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 35.7025%;\"\u003e\n \u003cp\u003eFriend support factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 26.6116%;\"\u003e\n \u003cp\u003e5.614\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.8182%;\"\u003e\n \u003cp\u003e0.644\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 15.8678%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eInterpersonal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 35.7025%;\"\u003e\n \u003cp\u003eSchool physical environment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 26.6116%;\"\u003e\n \u003cp\u003e5.266\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.8182%;\"\u003e\n \u003cp\u003e0.634\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 15.8678%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 35.7025%;\"\u003e\n \u003cp\u003eSchool system environment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 26.6116%;\"\u003e\n \u003cp\u003e5.671\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.8182%;\"\u003e\n \u003cp\u003e0.674\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 15.8678%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCommunity\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 35.7025%;\"\u003e\n \u003cp\u003eCommunity equipment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 26.6116%;\"\u003e\n \u003cp\u003e4.758\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.8182%;\"\u003e\n \u003cp\u003e0.686\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 15.8678%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 35.7025%;\"\u003e\n \u003cp\u003eCommunity environment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 26.6116%;\"\u003e\n \u003cp\u003e4.484\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.8182%;\"\u003e\n \u003cp\u003e0.593\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 15.8678%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 35.7025%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 26.6116%;\"\u003e\n \u003cp\u003e65.910\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 21.8182%;\"\u003e\n \u003cp\u003e0.659\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e3.1.3.2.2 Confirmatory factor analysis\u003c/strong\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTo verify the structural validity of the questionnaire, AMOS software was used for confirmatory factor analysis. The attitude towards extracurricular sports participation in reverse questions was positively processed, and 551 odd point data was imported into AMOS for analysis.\u0026nbsp;The model fitting results are shown in Table 4. X2/df=2.46, RMSEA=0.036, and GFI, AGFI, CFI, IFI, TLI and other indices are all above 0.9, achieving the good fitting degree recommended by experts (Wen Zhonglin, 2004).\u0026nbsp;In addition, the aggregated validity and discriminant validity of each variable are shown in Tables 5 and 6, with CR values above 0.7 and AVE values above 0.5, and P values showing significance, reaching an ideal state, indicating that the questionnaire has good structural validity and is suitable for research.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e4.\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eModel fitting results\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 14.2857%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eX\u003csup\u003e2\u003c/sup\u003e/df\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 14.2857%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eRMSEA\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 14.2857%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGFI\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 14.2857%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAGFI\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 14.2857%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCFI\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 14.2857%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eIFI\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 14.2857%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTLI\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 14.2857%;\"\u003e\n \u003cp\u003e2.426\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 14.2857%;\"\u003e\n \u003cp\u003e0.036\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 14.2857%;\"\u003e\n \u003cp\u003e0.901\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 14.2857%;\"\u003e\n \u003cp\u003e0.889\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 14.2857%;\"\u003e\n \u003cp\u003e0.914\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 14.2857%;\"\u003e\n \u003cp\u003e0.914\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 14.2857%;\"\u003e\n \u003cp\u003e0.908\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 5\u003c/strong\u003e\u003cstrong\u003e.\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;Convergence Validity\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"91%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" style=\"width: 48%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eRoute\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eStandardized\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003efactor load\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eS.E.\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eP\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 11%;\"\u003e\n \u003cp\u003e\u003cstrong\u003ecomposite reliability\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAVE\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eZ1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003ePerceived self－efficacy factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.752\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 8%;\"\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"4\" style=\"width: 11%;\"\u003e\n \u003cp\u003e0.835\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"4\" style=\"width: 7%;\"\u003e\n \u003cp\u003e0.559\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eZ2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003ePerceived self－efficacy factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.773\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eZ3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003ePerceived self－efficacy factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.711\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eZ4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003ePerceived self－efficacy factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.755\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.049\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eR1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eCognition factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.76\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 8%;\"\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"5\" style=\"width: 11%;\"\u003e\n \u003cp\u003e0.844\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"5\" style=\"width: 7%;\"\u003e\n \u003cp\u003e0.521\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eR2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eCognition factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.731\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.054\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eR3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eCognition factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.68\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eR4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eCognition factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.717\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eR5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eCognition factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.72\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.051\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eT1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eAttitude factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.676\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 8%;\"\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"8\" style=\"width: 11%;\"\u003e\n \u003cp\u003e0.898\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"8\" style=\"width: 7%;\"\u003e\n \u003cp\u003e0.527\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eT2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eAttitude factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.696\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.066\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eT3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eAttitude factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.715\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.064\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eT4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eAttitude factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.767\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.072\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eT5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eAttitude factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.795\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.07\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eT6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eAttitude factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.773\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.07\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eT7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eAttitude factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.697\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.069\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eT8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eAttitude factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.679\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.071\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eF1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eParental support factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.656\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 8%;\"\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"6\" style=\"width: 11%;\"\u003e\n \u003cp\u003e0.858\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"6\" style=\"width: 7%;\"\u003e\n \u003cp\u003e0.503\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eF2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eParental support factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.727\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.129\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eF3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eParental support factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.734\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.128\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eF4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eParental support factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.776\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.107\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eF5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eParental support factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.674\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.099\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eF6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eParental support factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.684\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.105\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eJ1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eTeacher assistance factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.806\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 8%;\"\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"3\" style=\"width: 11%;\"\u003e\n \u003cp\u003e0.808\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"3\" style=\"width: 7%;\"\u003e\n \u003cp\u003e0.587\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eJ2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eTeacher assistance factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.827\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.038\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eJ3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eTeacher assistance factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.654\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.039\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eP1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eFriend support factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.777\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 8%;\"\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"3\" style=\"width: 11%;\"\u003e\n \u003cp\u003e0.818\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"3\" style=\"width: 7%;\"\u003e\n \u003cp\u003e0.601\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eP2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eFriend support factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.825\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.041\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eP3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eFriend support factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.721\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eW1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 36%;\"\u003e\n \u003cp\u003eSchool physical environment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.714\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 8%;\"\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"6\" style=\"width: 11%;\"\u003e\n \u003cp\u003e0.874\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"6\" style=\"width: 7%;\"\u003e\n \u003cp\u003e0.537\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eW2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eSchool physical environment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.702\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.062\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eW3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eSchool physical environment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.677\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.062\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eW4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eSchool physical environment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.779\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.061\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eW5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eSchool physical environment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.758\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.062\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eW6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eSchool physical environment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.765\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.063\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eZC1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eSchool system environment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.749\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 8%;\"\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"6\" style=\"width: 11%;\"\u003e\n \u003cp\u003e0.857\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"6\" style=\"width: 7%;\"\u003e\n \u003cp\u003e0.501\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eZC2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eSchool system environment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.732\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.056\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eZC3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eSchool system environment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.701\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.058\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eZC4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eSchool system environment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.721\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.055\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eZC5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eSchool system environment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.677\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.063\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eZC6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eSchool system environment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.665\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.063\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eS1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eCommunity equipment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.733\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 8%;\"\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"3\" style=\"width: 11%;\"\u003e\n \u003cp\u003e0.750\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"3\" style=\"width: 7%;\"\u003e\n \u003cp\u003e0.500\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eS2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eCommunity equipment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.714\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.045\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eS3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eCommunity equipment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.675\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.044\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eS4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eCommunity environment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.714\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 8%;\"\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"10\" style=\"width: 11%;\"\u003e\n \u003cp\u003e0.909\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"10\" style=\"width: 7%;\"\u003e\n \u003cp\u003e0.501\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eS5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eCommunity environment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.756\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.076\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eS6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eCommunity environment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.687\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.082\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eS7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eCommunity environment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.738\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.077\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eS8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eCommunity environment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.707\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.074\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eS9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eCommunity environment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.716\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.073\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eS10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eCommunity environment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.661\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.072\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eS11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eCommunity environment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.674\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.073\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eS12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eCommunity environment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.686\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.08\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 5%;\"\u003e\n \u003cp\u003eS13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 6%;\"\u003e\n \u003cp\u003e⇠\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 36%;\"\u003e\n \u003cp\u003eCommunity environment\u0026nbsp;factor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15%;\"\u003e\n \u003cp\u003e0.733\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 7%;\"\u003e\n \u003cp\u003e0.082\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8%;\"\u003e\n \u003cp\u003e***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eNote.\u003c/strong\u003e ***Indicating P\u0026lt;0.000\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"11\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;Table 6\u003c/strong\u003e\u003cstrong\u003e.\u003c/strong\u003e Discriminate validity (MSV)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003evariables\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eCEF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eCSEF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eSSEF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eSPEF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eFSF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eTAF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003ePSF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eAF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eCF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003ePSEF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eCEF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.707\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eCSEF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.696**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.707\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eSSEF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.652**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.64**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.707\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eSPEF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.604**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.564**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.677**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.732\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eFSF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.418**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.441**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.44**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.543**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.775\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eTAF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.47**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.404**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.588**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.643**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.512**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.766\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003ePSF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.418**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.394**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.509**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.53**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.509**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.491**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.709\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eAF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.448**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.332**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.433**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.483**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.429**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.407**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.424**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.725\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eCF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.501**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.377**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.528**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.598**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.471**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.484**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.484**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.691**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.721\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e \u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003ePSEF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.411**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.304**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.446**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.535**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.475**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.439**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.484**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.681**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.712**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.747\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eAVE\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.501\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.501\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.537\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.601\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.587\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.503\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.527\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.521\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.559\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"11\"\u003e\n \u003cp\u003e\u003cstrong\u003eNote.\u003c/strong\u003e *\u0026nbsp;Indicating\u0026nbsp;P\u0026lt;0.05，**\u0026nbsp;Indicating\u0026nbsp;P\u0026lt;0.01,\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eCEF= Community environment\u0026nbsp;factor,\u0026nbsp;CSEF=\u0026nbsp;Community sports equipment, SSEF= School system environment\u0026nbsp;factor,\u0026nbsp;SPEF= School physical environment\u0026nbsp;factor,\u0026nbsp;FSF=\u0026nbsp;Friend support factor,\u003c/p\u003e\n \u003cp\u003eTAF= Teacher assistance factor, PSF= Parental support factor, AF= Attitude factor, CF= Cognition factor, PSEF= Perceived self－efficacy factor\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e"},{"header":"4 Result","content":"\u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003e4.1.1 Score of extracurricular sports participation in primary school students\u003c/b\u003e\u003c/h2\u003e \u003cp\u003eThe results are shown in Table\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e7\u003c/span\u003e. Overall, the average score of extracurricular sports participation among primary school students in Sanming City is 24.26, with a decreasing trend from urban to rural areas. This indicates that the extracurricular sports participation of primary school students in urban areas is better than that of county and rural primary school students. Between different years, as grades increase, the extracurricular sports participation of primary school students shows a decreasing trend, while among different genders, the average score of boys is slightly higher than that of girls.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eScore of extracurricular sports participation in primary school students\u003cb\u003e(N = 1101)\u003c/b\u003e\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLayer\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStd. Error\u003c/p\u003e \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eUrban area\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e26.53\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.515\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCounty\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e22.99\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.926\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTownship\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e18.24\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.893\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eThird grade\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e25.38\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.809\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003efourth grade\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e25.07\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.815\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003efifth grade\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e23.75\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.774\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003esixth grade\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e22.86\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.901\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e23.20\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.616\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e25.37\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.543\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e24.26\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.413\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e \u003cp\u003e\u003c/p\u003e \u003cdiv id=\"Sec17\" class=\"Section3\"\u003e \u003ch2\u003e4.1.1.2 Analysis of Differences in Scores of Extracurricular Sports Participation among Primary School Students\u003c/b\u003e\u003c/h2\u003e \u003cp\u003eA single factor ANOVA analysis was conducted on the average score of extracurricular sports participation among primary school students of different schools, grades, and genders. The results are shown in the Table \u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e8\u003c/span\u003e. There is a highly significant difference in extracurricular sports participation among primary school students of different schools, with urban areas being larger than county towns and rural areas, and county towns being larger than rural areas. This may be related to the support for extracurricular sports participation in the location of the school, different conditions, and regional economy. There are significant differences in scores among different grades and genders.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab7\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 8\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eResults of one-way ANOVA for different groups\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e\u003ccolgroup cols=\"7\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003esum-squares\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eDF\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMean -Square\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eP\u003c/p\u003e \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003eArea\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLocation\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e59.595\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e28\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.128\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3.661\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eError\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e623.170\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1072\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.581\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eTotal\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e682.765\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1100\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003eGrade\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLocation\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e59.921\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e28\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.140\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.731\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.011\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eError\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1325.318\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1072\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1.236\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eTotal\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1385.239\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1100\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003eGender\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLocation\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e15.505\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e28\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.554\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2.287\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eError\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e259.579\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1072\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.242\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eTotal\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e275.084\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1100\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e \u003cp\u003e\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section3\"\u003e \u003ch2\u003e4.1.2 Analysis of qualified participation and differences in extracurricular sports activities among primary school students\u003c/b\u003e\u003c/h2\u003e \u003cp\u003eThe qualified standard for the quality of extracurricular sports participation among primary and secondary school students is a score of ≥ 36 for the amount of extracurricular sports participation. According to statistics, the results are shown in Table\u0026nbsp;\u003cspan refid=\"Tab8\" class=\"InternalRef\"\u003e9\u003c/span\u003e. Overall, only 28.3% of primary school students have qualified participation in extracurricular sports. From the differences in schools attended by different regions, the qualification rate of urban schools is higher than that of county and rural schools, reaching 34.3%. County schools are also higher than rural schools, reaching 24.9%, while the lowest rate in rural areas is 12.6%. The qualification rate of extracurricular sports participation quality in lower grades is slightly higher than that in higher grades. From the perspective of different genders, the qualification rate of male extracurricular sports participation quality is slightly higher than that of female students, at 29.2%. This result is consistent with previous research, which suggests that as grades increase, the amount of extracurricular exercise participation decreases, possibly due to multiple factors such as individuals, families, schools, and society (Zhang Ru, 2017).\u003c/p\u003e \u003cp\u003e \u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab8\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 9\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eStatistics on the Quality of Extracurricular Sports Participation of Primary School Students in Different Groups(N = 1101)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eGroup\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003equalified\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eunqualified\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003ePercentage%\u003c/p\u003e \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003eArea\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eurban area\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e231\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e442\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e673\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e34.3\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ecounty\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e55\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e166\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e221\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e24.9\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTownship\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e26\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e181\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e207\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e12.6\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e\u003cb\u003eGrade\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGrade 3\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e81\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e203\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e284\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e28.5\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGrade 4\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e86\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e171\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e257\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e33.5\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGrade 5\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e76\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e213\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e289\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e26.3\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGrade 6\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e69\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e202\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e271\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e25.5\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cb\u003eGender\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e157\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e380\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e537\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e29.2\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e155\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e409\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e564\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e27.5\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eTotal\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e312\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e789\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1101\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e28.3\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e \u003cp\u003e\u003c/p\u003e \u003cp\u003e \u003cb\u003e4.1.2.2 Analysis of Differences in quality of extracurricular sports participation among primary school students among different schools, grades, and genders\u003c/b\u003e \u003c/p\u003e \u003cp\u003eTo investigate whether there are differences in the quality of extracurricular sports participation among primary school students among different schools, grades, and genders, a single factor ANOVA analysis will be conducted. The results are shown in Table\u0026nbsp;\u003cspan refid=\"Tab9\" class=\"InternalRef\"\u003e10\u003c/span\u003e. In terms of qualified participation in extracurricular sports, there are highly significant differences among primary school students in urban, county, and rural areas, while the differences between different grades and genders are not significant.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab9\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 10\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eResults of one-way ANOVA for different groups\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e\u003ccolgroup cols=\"7\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eGroup\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003esum-squares\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eDF\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMean -Square\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eP\u003c/p\u003e \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003eArea\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLocation\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e7.259\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.629\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e15.904\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eError\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e250.569\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1098\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.228\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eTotal\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e257.827\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1100\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003eGrade\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLocation\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.409\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.136\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.581\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.627\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eError\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e257.418\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1097\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.235\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eTotal\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e257.827\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1100\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003eGender\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLocation\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.619\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.619\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2.646\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.104\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eError\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e257.208\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1099\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.234\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eTotal\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e257.827\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1100\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e \u003cp\u003e\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec19\" class=\"Section2\"\u003e \u003ch2\u003e4.2 Correlation analysis\u003c/b\u003e\u003c/h2\u003e \u003cp\u003eTo verify the relationship between the amount of extracurricular sports participation among primary school students and the influencing factors of social ecology, Pearson correlation analysis was used for validation. According to Table\u0026nbsp;\u003cspan refid=\"Tab10\" class=\"InternalRef\"\u003e11\u003c/span\u003e, there is a significant correlation between the amount of extracurricular sports participation among primary school students and various levels of influencing factors in social ecology. According to the magnitude of the correlation coefficient, it can be seen that the amount of extracurricular sports participation of primary school students is mainly influenced by the individual level. From the change in correlation coefficient, it can be seen that the correlation between individuals and interpersonal relationships, organizations, and communities, as well as between individuals and organizations, and communities, gradually weakens. It can be seen that the relationship between the amount of extracurricular sports participation of primary school students and the influencing factors of social ecology is in line with the concentric circle principle of social ecology theory, that is, the more intimate the level with the individual, the more profound the influence, and the more outward the level has on the individual, the less obvious the influence.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab10\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 11\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003ePearson correlation analysis and its results(Sig. two-tailed)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eExtracurricular Sports Participation Score\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eIndividual\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eOrganization\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eInterpersonal\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eCommunity\u003c/p\u003e \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eExtracurricular Sports Participation Score\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eIndividual\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.467\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eOrganization\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.303\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.562\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eInterpersonal\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.222\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.500\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.575\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eCommunity\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.206\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.452\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.482\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.590\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"6\"\u003e\u003cb\u003eNote.\u003c/b\u003e ** At the 0.01 level (two- tailed), the correlation is significant.\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e \u003cp\u003e\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec20\" class=\"Section2\"\u003e \u003ch2\u003e4.3 Multiple linear regression\u003c/b\u003e\u003c/h2\u003e \u003cp\u003eTo explore the impact of each factor in the four levels on primary school students' extracurricular sports participation, as well as the relationship between the factors at each level, a multiple linear regression analysis is proposed. Taking the scores of extracurricular sports participation activities of primary school students as the dependent variable and the 10 influencing factors of social ecology extracted from exploratory factor principal component analysis as independent variables, in order to reduce the interference of school, grade, and gender in the model, the first model introduces the school of study (1 = urban area, 2 = county, 3 = rural area), grade (3 = third grade, 4 = fourth grade, 5 = fifth grade, 6 = sixth grade) Gender (0 = female, 1 = male), as the control variable, is added to the first model based on social ecological factors such as self-efficacy, cognition, attitude, parental support, teacher assistance, friend support, school materials, school policies, community equipment, and community environment. The significance level is set to α = 0.05.\u003c/p\u003e \u003cp\u003eAs shown in Table\u0026nbsp;\u003cspan refid=\"Tab11\" class=\"InternalRef\"\u003e12\u003c/span\u003e, Model 1 is the influence of the control variable on the score of extracurricular sports participation, while Model 2 is the influence of adding independent variables to the control variable on the score of extracurricular sports participation. The model fit R-squared of Model 1 is 0.586, which can explain 58.6% of the dependent variable. The F-value is 24.681, P \u0026lt; 0.000, indicating that the control variable has an impact on the dependent variable. In Model 2, the R-squared fitting of the model is 0.638, which can explain 63.8% of the dependent variable. The R-squared value is 0.052, the F-value is 29.012, and P \u0026lt; 0.000, indicating that the equation established by Model 2 is significant. In Model 1, the school and grade of primary school students have a negative impact on their extracurricular sports participation. This can be explained as follows: as the school and grade values increase, the extracurricular sports participation of primary school students decreases. For the school, the extracurricular sports participation of primary school students in urban areas is better than that in counties and rural areas. Gender has a positive impact, meaning that boys are better at participating in extracurricular activities than girls. Attitude in independent variables after controlling for the impact of school, grade, and gender on extracurricular activity participation( β = 3.818, P \u0026lt; 0.000), self-efficacy༈ β = 3.657, P \u0026lt; 0.000), cognition༈ β = 1.773, P \u0026lt; 0.000), support from friends༈ β = 1.632, P \u0026lt; 0.000), School Materials༈ β = 1.366, P \u0026lt; 0.000), parental support༈ β = 0.991, P \u0026lt; 0.000), community environment༈ β = 0.828 (P \u0026lt; 0.05) has a positive impact on the amount of extracurricular sports participation among primary school students. School policies༈ β=- 0815 (P \u0026lt; 0.05) has a negative effect on the participation of primary school students in extracurricular activities.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab11\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 12\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eMultiple linear regression results\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariable\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eModel 1\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eModel 2\u003c/p\u003e \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e(Constant)\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e33.139\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e30.596\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eArea\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e-3.963***\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-2.688***\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGrade\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e-0.789*\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-0.662*\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1.873*\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.799*\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCommunity environment factor\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e/\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.828*\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAttitude factor\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e/\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.818***\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSchool physical environment factor\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e/\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.366***\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eParental support factor\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e/\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.991***\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCognition factor\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e/\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.773***\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePerceived self-efficacy factor\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e/\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.657***\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFriend support factor\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e/\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.632***\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTeacher assistance factor\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e/\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.408\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCommunity equipment factor\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e/\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.059\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSchool system environment factor\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e/\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-0.815*\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eR²\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.586\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.638\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eΔR²\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.586\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.052\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e24.681***\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e29.012***\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eNote.\u003c/b\u003e * Indicating P \u0026lt; 0.05, ** Indicating P \u0026lt; 0.01, *** Indicating P \u0026lt; 0.000\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/table\u003e\u003c/div\u003e \u003cp\u003e\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec21\" class=\"Section2\"\u003e \u003cdiv id=\"Sec22\" class=\"Section3\"\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003e\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec23\" class=\"Section3\"\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"5 Discussion","content":"\u003ch2\u003e5.1.1 Discussion on the Quality of Primary School Students' Extracurricular Sports Participation Behavior\u003c/h2\u003e\u003cp\u003eThe study's results show that, when taking into account the total score for involvement in extracurricular sports, Sanming City's primary school kids average 24.26 points which is below the national average (36) for regular sports activity, which is a significant difference.\u003c/p\u003e \u003cp\u003e1. In terms of grade level variations, primary school pupils' extracurricular sports participation scores show a discernible downward trend as they advance through higher grades. This pattern is consistent with related research because students in higher grades usually face more academic pressure, which reduces their time and frequency of participation in extracurricular sports. As a result, the level of engagement declines. It's crucial to remember that this tendency is dynamic and continuing, and an ANOVA study did not reveal any statistically significant changes.\u003c/p\u003e \u003cp\u003e2. Boys typically score higher than females when it comes to gender disparities, and these variations in scores are statistically significant. Nevertheless, there is no discernible difference between boys and girls in terms of the level of engagement. In elementary school, there aren't many physiological differences between boys and girls, which could explain this lack of differentiation. Current research indicates that gender has little bearing on sports participation, which lends credence to this point of view (Hu Penghui, 2019).\u003c/p\u003e \u003cp\u003e3. When it comes to geographical disparities, elementary school pupils in urban schools had higher extracurricular sports participation scores and qualification rates than students in county and rural schools. Furthermore, county schools perform better in this area than rural schools. This disparity could be linked to China's unequal economic development and distribution of resources for school athletics. More extensive sports programs in urban schools typically boost students' attitudes, cognitive judgments, and self-efficacy toward extracurricular sports. Furthermore, compared to their counterparts in county and rural settings, primary school pupils in metropolitan locations frequently receive more assistance from parents, teachers, and the community (Zhang Jiancheng, 2012; Ji Liu, 2019).\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e\u003ch2\u003e5.1.2 Discussion on factors influencing the quality of extracurricular sports participation behavior among primary school students\u003c/h2\u003e\u003cp\u003eThe results of the study show that school, grade, and gender have a substantial impact on the caliber of extracurricular sports involvement by primary school kids when taken into account as control variables in Model 1. Gender has a beneficial effect, whereas school and grade have a negative one. This demonstrates the differences in students' participation in extracurricular sports between schools, grades, and genders.\u003c/p\u003e\u003cp\u003eFollowing the adjustment for these control variables, Model 2 introduces social ecological influencing factors as independent variables. The results of multiple linear regression analysis determine the top three influencing factors. The three most important variables are attitude (β = 3.818, P \u0026lt; 0.000), self-efficacy (β = 3.657, P \u0026lt; 0.000), and cognition (β = 1.773, P \u0026lt; 0.000). Notably, in the context of social ecology, each of the three elements is at the individual level. This emphasizes that the individual level is the main factor influencing the extracurricular sports involvement of primary school kids among the social-ecological influencing factors. The individual level, which is based on self-psychology inside the microsystem, is concerned with how individual psychology influences behavior and, in turn, shapes the nature of that conduct.\u003c/p\u003e\u003cp\u003eThe results of the study confirm that the most significant influence on the quality of extracurricular sports participation behavior is made by the individual's development of attitudes, self-efficacy, and cognitive elements. This is consistent with findings from global research projects that claim individual psychological characteristics mostly influence students' physical activity (Zhang Tao, 2013).\u003c/p\u003e\u003cp\u003e External factors are ordered according to their impact, with parental support, school material assistance, and friend support coming in close second and third, respectively. The material environment of the school and the support of friends have a significant influence on how well primary school pupils participate in extracurricular sports. While peer support is the main factor driving elementary school pupils to participate in extracurricular activities, a positive school environment can gently pique students' interest in sports involvement. Since elementary school students typically receive less support from their parents during extracurricular activities, parental support, ranking sixth, may have less of an impact.\u003c/p\u003e\u003cp\u003eAdditionally, the quality of extracurricular sports participation behavior among primary school pupils is positively influenced by the neighborhood environment. It's interesting to note that extracurricular sports participation behavior among students is negatively impacted by school policies at the organizational level; the stronger the policies, the worse the quality of participation. Stronger school rules that place an emphasis on physical education can be credited for this association, which may lessen the demand for extracurricular sports participation options. This is indicative of a larger social trend in which participation in extracurricular activities may go unnoticed and unrecognized.\u003c/p\u003e\u003cp\u003eThis study reveals that teacher support has no discernible effect on the quality of extracurricular sports participation behavior among primary school kids, which is in contrast to previous research that suggested beneficial teacher influences on student sports participation (Donglin Hu, 2021). This could be because physical education instructors in many domestic schools do not provide adequate direction to primary school children about their engagement in extracurricular sports. Furthermore, there is no discernible impact of communal equipment at the local level.\u003c/p\u003e\u003cp\u003eIn summary, a variety of levels including individuals, interpersonal interactions, organizations, and communities influence how well primary school pupils participate in extracurricular sports. Of these, the individual level is the most important influencing element. Changes at that level are ultimately driven by the other levels' effects on the person level, which in turn influences individual behavior.\u003c/p\u003e"},{"header":"6 Conclusion and recommendations","content":"\u003cdiv id=\"Sec25\" class=\"Section2\"\u003e \u003ch2\u003e6.1 Conclusion\u003c/h2\u003e \u003cp\u003e(1)Since the majority of students in Sanming City's primary schools participate in extracurricular sports at very low levels, there is a need for significant improvement in the quality of extracurricular sports participation. There are notable differences between rural and urban locations, and as pupils move through higher grades, there is a decline in activity levels. Though the difference is not very noticeable, boys often engage in somewhat more activities than girls.\u003c/p\u003e \u003cp\u003e(2)The results of the correlation study show that the four levels are interdependent, and that changes at one level have an impact on changes at other levels, which in turn affects how much extracurricular sports engagement primary school pupils engage in. The attitudes, self-efficacy, and cognitive functioning of the individual are impacted by these shifts in participation quality. The impacts cascade down the different tiers, forming a complex network of relationships that shape elementary school pupils' extracurricular sports involvement habits and caliber.\u003c/p\u003e \u003cp\u003eThe main social-ecological variables influencing primary school pupils' extracurricular sports involvement behavior are determined via regression analysis. The biggest effects are from individual-level variables, such as attitudes, self-efficacy, and cognition. The material environment of the school, parental support, community support, and friend support all have a significant impact on the quality of participation.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec26\" class=\"Section2\"\u003e \u003ch2\u003e6.2 Recommendation\u003c/h2\u003e \u003cp\u003eThe following suggestions are put out in light of the social ecology concept of concentric circles:\u003c/p\u003e \u003cp\u003e(1)\u003cb\u003eParents need to reshape their understanding of extracurricular sports participation\u003c/b\u003e\u003c/p\u003e \u003cp\u003e Parents need to change the way they view their children's involvement in extracurricular activities: Parents have a major impact on elementary school students' involvement in extracurricular activities due to the interpersonal layer. To encourage higher participation quality, parents should educate themselves on the advantages of participating in extracurricular sports, actively encourage their kids' engagement, and serve as role models for their kids.\u003c/p\u003e \u003cp\u003e(2)\u003cb\u003eSchools should strive to create conditions for extracurricular sports participation\u003c/b\u003e\u003c/p\u003e \u003cp\u003eSchools should establish the necessary framework for students to participate in extracurricular sports: As the main place where students spend their time, schools should make sure that there are enough chances for extracurricular sports participation. Guidance from teachers, well-equipped locations, a variety of activity options, and efficient organizational communication can all help achieve this. Schools can, for instance, set up a system of guiding teachers, support students in choosing their own projects, promote sports, and upgrade sports facilities.\u003c/p\u003e \u003cp\u003e(3)\u003cb\u003eThe community should start building an extracurricular sports participation platform\u003c/b\u003e\u003c/p\u003e \u003cp\u003eCommunities should establish extracurricular sports participation platforms: While the community level has a weaker correlation, it still influences primary school students' extracurricular sports participation. Therefore, communities should strive to provide suitable sports participation platforms for students during weekends and leisure time. These platforms should include facilities, a supportive environment, organized sports activities, safety measures, and more.\u003c/p\u003e \u003cp\u003e \u003cb\u003e(4)The tripartite linkage of \"family, school, and society\" guides the transformation of students' attitudes, self-efficacy, and cognition.\u003c/b\u003e \u003c/p\u003e \u003cp\u003eThree-way cooperation between the \"family, school, and society\" to improve the attitudes, self-efficacy, and cognitive abilities of students: Given the importance of multi-party interventions in behavior modification, communities, schools, and parents should work together to affect children' attitudes toward participating in extracurricular activities and their sense of self-efficacy. This method improves students' physical health while guaranteeing the caliber and sustainability of their extracurricular sports involvement.\u003cb\u003e6.3 Implication\u003c/b\u003e\u003c/p\u003e \u003cp\u003eBy examining extracurricular sports engagement, this study tackles the alarming physical fitness and health state of Chinese primary school kids. The study investigates the extracurricular sports participation behavior of Sanming City primary school kids, utilizing the social ecology theory as a framework to identify factors contributing to low participation quality. It also provides helpful suggestions for enhancing physical education in institutions of compulsory education. The study encourages the development of primary school students' physical and mental health in addition to paving the way for similar cities to increase the involvement of these pupils in extracurricular sports.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec27\" class=\"Section2\"\u003e \u003ch2\u003e6.4 Limitation\u003c/h2\u003e \u003cp\u003eThis study has certain shortcomings despite its important findings. Due to the influence of social ecology theory, the questionnaire design may unintentionally ignore influential elements that are not included in the predetermined levels. Furthermore, the study concentrated on elementary school pupils in grades 3\u0026ndash;6, who have a range of reading comprehension skills, which could have an impact on survey results and response accuracy. Further research may also deepen the integration of social ecology theory into the analysis process.\u003c/p\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eYouhuan Zhu: Writing \u0026ndash; original draft. Haroona Qurban: Writing \u0026ndash; review \u0026amp; editing. Shengli Cui: Writing \u0026ndash; original draft.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eThe original contributions presented in the study are included in the article/supplementary material,further inquiries can be directed to the corresponding author.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eBian, Y. Development of the Learning Self Efficacy Scale. \u003cem\u003ePsychological Science, (05)\u003c/em\u003e, 1218\u0026ndash;1222. 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J.\u003c/em\u003e \u003cb\u003e03\u003c/b\u003e, 113\u0026ndash;119 (2013).\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Primary school students, extracurricular activities, sports participation, Social ecological factors","lastPublishedDoi":"10.21203/rs.3.rs-5201621/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5201621/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003ePhysical and mental health of the Primary school students has always been a focus of attention for the whole society. Affected by a multitude of factors, the current state of physical and mental health among primary school students is far from ideal. One significant contributing factor to this situation is the suboptimal quality of their engagement in extracurricular sports activities. The quality of primary school students' participation in extracurricular sports activities is influenced by a variety of factors, necessitating an exploration of this behavior within the broader societal context. Hence, this research takes a social ecological theory perspective to delve into the factors constraining the quality of primary school students' participation in extracurricular sports activities. The study investigates and analyzes the factors affecting primary school students' engagement in extracurricular sports, thereby identifying the key influencing elements. The results of the study revealed that the quality of primary school students' participation in extracurricular sports activities is still suboptimal, with significant disparities observed between urban and rural areas, while no significant differences are evident in terms of grade and gender. The primary factors affecting the quality of elementary school students' participation in extracurricular sports activities stem from individual-level factors, including attitudes, self-efficacy, and cognition. Factors such as peer support, school material resources, parental support, and community environment exert a secondary influence.\u003c/p\u003e \u003cp\u003eBased on these findings, it is recommended that parents should work on reshaping their children's perception of extracurricular sports participation. Simultaneously, schools should make concerted efforts to create conducive conditions for extracurricular sports involvement. Collaboration with the community is also encouraged to establish platforms for extracurricular sports participation. This three-pronged approach, involving the family, school, and community, aims to guide students in transforming their attitudes, self-efficacy, and cognition, ultimately leading to an enhancement in the quality of their extracurricular sports participation behavior.\"\u003c/p\u003e","manuscriptTitle":"Investigating the influence of socio ecological factors on the engagement of primary school students in extracurricular sports: A comparative analysis across gender, grade, and urban versus rural environments","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-10-24 05:02:01","doi":"10.21203/rs.3.rs-5201621/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"fac7f525-7e84-4f23-9f1d-d6e639d3bd24","owner":[],"postedDate":"October 24th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":39126905,"name":"Biological sciences/Psychology"},{"id":39126906,"name":"Earth and environmental sciences/Environmental social sciences"}],"tags":[],"updatedAt":"2025-06-16T12:38:13+00:00","versionOfRecord":[],"versionCreatedAt":"2024-10-24 05:02:01","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5201621","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5201621","identity":"rs-5201621","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}