The Relationship between Subjective Exercise Experience and Sense of Life Meaning in High School Students: The Mediating Role of Emotion Regulation

目的：探究主观锻炼体验、高中生生命意义感与情绪调节之间的关系及作用机制。方法：2025年4月采取随机抽样的方法，运用主观锻炼体验量表、生命意义感量表和情绪调节量表对548名高中生进行问卷调查，回收有效问卷535份。结果：(1) 高中生生命意义感与其主观锻炼体验之间存在显著正相关，情绪调节与主观锻炼体验之间也显示出显著正相关性；(2) 主观锻炼体验能够正向预测高中生生命意义感；情绪调节同样可以正向预测高中生的生命意义感；此外，情绪调节在高中生的主观锻炼体验与生命意义感之间起到了中介作用。结论：情绪调节在主观锻炼体验与生命意义感的关系中为中介存在机制，高中生面对主观锻炼体验，采用合理的情绪调节策略对提高其生命意义感和主观锻炼体验具有一定的启示。Purpose: To explore the relationship between sense of life meaning of high school students and subjective exercise experience, and the mediating role of emotion regulation. Methods: In April 2025, 550 high school students were surveyed by random sampling using subjective exercise experience scale, sense of life scale and emotional regulation scale, and 535 valid questionnaires were collected. Results: (1) There was a significant positive correlation between the sense of life meaning and subjective exercise experience, and there was a significant positive correlation between emotional regulation and subjective exercise experience; (2) The subjective exercise experience can positively predict the sense of life meaning; Emotional regulation can positively predict high school students’ sense of life meaning; Emotional regulation plays a mediating role between high school students’ subjective exercise experience and their sense of life meaning. Conclusion: Emotional regulation is a mediating mechanism in the relationship between subjective exercise experience and sense of meaning of life. In the face of subjective exercise experience, high school students can adopt reasonable emotion regulation strategies to improve their sense of meaning of life and subjective exercise experience.