This study applies the theory of planned behavior (TPB) and self-determination theory (SDT) to predict the sports participation and exercise intentions of college students in Central China by considering the mediating roles of attitudes, subjective norms, and perceived behavioral control. Structural equation modeling (SEM) was used to analyze self-reported data from 294 college students (144 males and 150 females). The relationship between the research variables was tested by the mediation model and Bootstrap 5000 sampling using AMOS version 24. The results show that the direct effects of attitudes and perceived behavioral control on motor intention and motor participation are significant in the model. The satisfaction of the three psychological needs had a positive indirect effect on motor participation through attitudes; competence and autonomy had a positive indirect effect on motor participation mediated through subjective norms; however, only competence had a positive indirect effect on motor mediated through perceived behavioral control. In conclusion, this research demonstrates the importance of meeting these three basic psychological needs when designing intervention measures to promote college students’ sports participation.
Purpose The intent of this paper is to understand the effect of physical activity on university students' subjective well-being and to explore whether perceived health, social support, and self-esteem play roles as mediating variables. Methods Self-reported data from 404 college students (147 males and 257 females) were analyzed using structural equation modeling (SEM). The relationships between the study variables were tested by mediation models and 5000 bootstrap samples using AMOS version 24. Results (1) All of the first six hypotheses were supported in the measurement model in the results. Physical activity was significantly related to social support, to perceived health, and to self-esteem; social support, perceived health and self-esteem were all significantly related to subjective well-being. However, the direct positive effect of physical activity gradually decreased in the order of self-esteem, social support, and perceived health. The direct effect of perceived health, social support, and self-esteem on subjective well-being also decreased sequentially. (2) In the measurement model, all three hypotheses of mediation were supported, showing positive indirect effects between physical activity and subjective well-being. Of the three mediating effects, social support and self-esteem were not significantly different, and the mediating effect of perceived health showed the largest impact. This indicates that social support, perceived health, and self-esteem mediate the effects of physical activity, and subjective well-being regulation has positive indirect effects. Conclusion This study demonstrates the importance of meeting the needs of social support, perceived health, and self-esteem when designing interventions to promote college students' sports participation to enhance subjective well-being.
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