目的：社会与情感能力是21世纪的核心竞争力，教育学正在经历由认知向情感的转向。体育作为教育的核心载体，对社会情感能力培养具有特殊的价值和意义功能。研究探讨了体育锻炼对青少年社会情感能力发展的影响以及社会支持和心理韧性的中介作用。方法：采用体育锻炼等级量表、社会情感能力量表、社会支持量表、心理韧性量表对539名高中阶段青少年进行团体心理测量，并采用结构方程模型与Bootstrap方法对社会支持、心理韧性进行中介作用检验与效应分析。结果：①体育锻炼与社会情感能力之间存在正相关，对社会情感能力的直接预测作用显著；②体育锻炼可以正向预测社会支持， 社会支持可以正向预测心理韧性和社会情感能力，心理韧性可以正向预测社会情感能力；③社会支持和心理韧性在体育锻炼和社会情感能力之间起显著的中介作用，三条中介效应路径：体育锻炼→社会支持 →社会情感能力（路径1）、体育锻炼→心理韧性→社会情感能力（路径2）和体育锻炼→社会支持→心理韧性→社会情感能力（路径3）。结论：①体育锻炼能够显著正向预测青少年的社会情感能力；②体育锻炼可以分别通过社会支持和心理韧性对青少年社会情感能力发展产生简单中介效应；③体育锻炼可能通过社会支持和心理韧性链式地对青少年社会情感能力产生影响。

Social-emotional competence is the core competence of the 21st century， as education is experiencing a shift from cognition to emotion. As a core carrier of education， physical education has its own special function and value for the development of social-emotional competence. Therefore， this study intends to investigate the effects of physical exercise on the development of social-emotional competence in adolescents and the mediating role of social support and resilience. A group psychometric survey was conducted among 539 senior high school students， using the Physical Exercise Rating Scale， Social-Emotional Competence Scale， Social Support Scale， and Resilience Scale， as the mediating role of social support and resilience was tested and effect analyzed by using Structural Equation Modeling and Bootstrap method. The results indicate： ①There is a positive correlation between physical exercise and social-emotional competence， with physical exercise playing a significant role in directly predicting social-emotional competence. ② Physical exercise predicts social support positively， social support positively predicts resilience and social-emotional competence， and resilience positively predicts socialemotional competence. ③Social support and resilience significantly mediated the relationship between physical exercise and social-emotional competence， and the mediating effect takes place through three pathways including physical exercise → social support → social-emotional competence （PATH 1）； physical exercise → resilience → social-emotional competence （PATH 2）； and physical exercise → social support → resilience → social-emotional competence （PATH 3）. It is hence concluded that：① Physical exercise can significantly and positively predict the social-emotional competence of adolescents； ② Physical exercise can have a simple mediating effect on the development of social-emotional competence of senior high students through either social support or resilience；③Physical exercise may affect students’ social-emotional competence in a chained manner through social support and resilience.

G804.8；G812.45

国家社会科学基金一般项目（19BTY005）