This study aims to explore the relationship between physical exercise (PE), self-control (SC), physical exercise atmosphere (PEA), and mobile phone addiction tendency (MPAT) among Chinese university students. Through the quota sampling, 1,433 students complied with the requirements were surveyed from 10 universities in China. PE, SC, PEA, and MPAT were assessed using standard scales. For data analysis, common method deviation test, mean number, standard deviation, correlation analysis and structural equation model analysis were carried out in turn. The results showed PE and MPAT were negatively related (r = –0.158, p < 0.05); PE significantly positively predicted SC (β = 0.082, t = 3.748, p < 0.01), and SC significantly negatively predicted MPAT (β = –0.743, t = –19.929, p < 0.01). Bootstrap method was used to test the mediating effect of SC. The results showed that 95% confidence interval did not include 0. After adding the mediating variable of SC, PE did not significantly negatively predict the tendency of MPAT (β = –0.027, t = –1.257, p > 0.05). The interaction item PEA and SC could significantly positively predict the tendency of MPAT (β = 0.165, t = 2.545, p < 0.05). In the high PEA group, SC had a significant negative predictive effect on the tendency of MPAT (β = –0.665, t = –14.408, p < 0.01); However, in the low PEA group, the negative predictive effect was stronger (β = –0.834, t = –15.015, p < 0.01). The present study shows that PE significantly negatively predicted the tendency of MPAT, and SC played a complete mediating role in the relationship between PE and MPAT; The second half of the indirect effect of PE and MPAT was regulated by the PEA. The PEA will enhance the influence of SC on MPAT, but the high PEA will increase the level of MPAT of individuals at a very high level of SC.

This study aims to contribute to understanding the mechanisms underlying the association between empowering motivational climate in physical education and social adaptation among senior high school students, and has important implications for interventions that aim at improving social adaptation among senior high school students. Through the quota sampling, 1,526 students (average age = 17 years, SD = 0.714 years) who came from Anhui Province and met the requirements participated and completed the Empowering Motivational Climate Questionnaire in Physical Education (EMCQ-PE), the Physical Education Engagement Scale (PEES-S), the Emotional Intelligence Scale (EIS) (Chinese version), and the Adolescent Social Adaptation Assessment Questionnaire (ASAAQ). For data analysis, Pearson’s correlation analysis, structural equation model test, and bias-corrected percentile Bootstrap method were carried out in turn. The results showed that empowering motivational climate in physical education positively predicted social adaptation (β = 0.282, p < 0.01), empowering motivational climate in physical education positively predicted physical education engagement and emotional intelligence (β = 0.169, p < 0.01; β = 0.690, p < 0.01), physical education engagement positively predicted emotional intelligence and social adaptation (β = 0.591, p < 0.01; β = 0.058, p < 0.05), and emotional intelligence positively predicted social adaptation (β = 0.365, p < 0.01). Physical education engagement and emotional intelligence played a mediating role in empowering motivational climate in physical education and social adaptation, with a total mediating effect value of 0.251. This study shows that empowering motivational climate in physical education not only directly predicts social adaptation but also indirectly predicts social adaptation through the chain mediating effect of physical education engagement and emotional intelligence.

Purpose This study examined the relationship between physical exercise (PE) and prosocial behavior (PSB) and constructed a chain mediation model through the mediating effect of physical education learning motivation (PELM) and emotional intelligence (EI). Methods Through the stratified random sampling, 1053 students (average age = 14 years, SD = 0.96 years) that complied with the requirements were surveyed from Henan Province in China. PE, EI, PELM, and PSB were assessed using standard scales. For data analysis, Pearson’s correlation analysis, structural equation model test, and bias-corrected percentile Bootstrap method were carried out in turn. Results (1) There was a significant positive correlation between PE and PSB ( r = 0.137), and the direct path between PE and PSB was significant ( β = 0.09, t = 4.73, p < 0.01); (2) PE can positively predict EI ( β = 0.08, t = 5.27, p < 0.01) and PELM ( β = 0.04, t = 2.07, p < 0.05), EI can significantly and positively PSB ( β = 0.67, t = 22.12, p < 0.01), PELM can significantly and positively predict PSB ( β = 0.05, t =2.20, p <0.05); (3) EI and physical learning motivation play a significant intermediary role between PE and PSB. The mediating effect consists of three indirect effects: PE → EI → PSB (the mediating effect value is 0.055), PE → PELM → PSB (the mediating effect value is 0.002), PE → EI → PELM → PSB (the mediating effect value is 0.002); (4) The chain mediation effect is significant in girls, but not in boys. Conclusion (1) PE can positively predict PSB. (2) EI and PELM had significant mediating effects between PE and PSB, including single mediating effects of EI and PELM and chain mediating effects of EI-PELM; (3) There are gender differences in the chain mediation effect.

Objective: This study aimed to contribute to understanding the mechanisms underlying the association between empowering motivational climate in physical education and social responsibility among high school students, and have important implications for interventions aimed at improving social responsibility among high school students.Methods: Through the quota sampling, 802 students (average age = 17 years, SD = 0.97 years) that complied with the requirements were surveyed from Anhui Province in China. Empowering motivational climate in physical education, social responsibility, interpersonal disturbance, and general self-efficacy were assessed using standard scales. For data analysis, Pearson’s correlation analysis, structural equation model test, and bias-corrected percentile Bootstrap method were carried out in turn.Results: (1) Common method biases can be accepted in this study, and the correlation among empowering motivational climate in physical education, social responsibility, interpersonal disturbance, and general self-efficacy are all significant; (2)Empowering motivational climate in physical education, interpersonal disturbance and general self-efficacy can all predict social responsibility significantly; (3) Structural equation modeling indicates good fit: χ2/df = 2.86, RMESA = 0.068, CFI = 0.92, NNFI = 0.91, NFI = 0.90, GFI = 0.93. It indicates that interpersonal disturbance and general self-efficacy can play mediating roles between empowering motivational climate in physical education and social responsibility, respectively. After that, interpersonal disturbance as well as general self-efficacy in turn plays the chain mediating effect in the relationship between empowering motivational climate in physical education and social responsibility. The effect size of the mediating effect of interpersonal disturbance and general self-efficacy in the relationship between empowering motivational climate in physical education and social responsibility is 0.048 and 0.148, respectively, and the effect size of the chain mediating effect is 0.031.Conclusion: Empowering motivational climate in physical education not only has a direct effect on social responsibility among high school students, but also influences social responsibility by the chain mediating effect of interpersonal disturbance and general self-efficacy.

ObjectiveThe purpose of this study was to explore the relationship between exercise adherence and suicidal ideation in college students, as well as the mediating role of meaning in life and internet addiction.MethodsA total of 1925 college students (Mage = 19.51 years, SDage = 2.393 years) were recruited by stratified cluster sampling method in Zhaoqing University, among which 890 were males and 1,035 were females. Exercise adherence, meaning in life, internet addiction and suicidal ideation were assessed by using standard scales. Data were analyzed by Pearson Correlation Analysis, and bias-correction percentile Bootstrap method.Results(1) There is a significant correlation between exercise adherence, meaning in life, internet addiction and suicide ideation; (2) meaning in life plays a significant mediating role between exercise adherence and suicidal ideation; internet addiction plays a significant mediating role between exercise adherence and suicidal ideation; meaning in life and internet addiction play a chain mediating role between exercise adherence and suicide ideation.ConclusionExercise adherence can not only directly predict college students’ suicidal ideation, but also indirectly predict college students’ suicidal ideation through the independent mediation and chain mediation of meaning in life and internet addiction.

Objective: This study aims to explore the relationship between exercise persistence (EA), personal growth initiative (PGI), mindfulness and subjective well-being (SWB), which is beneficial to improve the subjective well-being of college students and promote the development of physical and mental health. Methods: A total of 894 college students (average age =19.51 years, SD = 0.85 years) were sampled by stratified cluster sampling. EA, mindfulness, PGI, and SWB were assessed using standard scales. Data were analyzed by Pearson correlation analysis, structural equation model test and bias-correction percentile Bootstrap method. Results: (1) There was a significant positive correlation between EA and SWB (r= 0.353), and the direct path between EA and SWB was significant (β= 0.592, t = 5.480, p < 0.01). (2) EApositively predicted mindfulness (β= 0.104, t = 8.964, p< 0.01) and PGI(β= 0.251, t = 8.743, p < 0.01); mindfulness positively predicted SWB(β= 0.915, t = 2.775, p < 0.01) and PGI(β= 1.349, t = 16.985, p < 0.01); and PGIsignificantly positively predicted SWB (β= 1.080, t = 8.924, p < 0.01). (3) Mindfulness and PGI played a significant mediating role in the relationship between EA and SWB. Specifically, the intermediary effect is composed of three path of indirect effect: EA→ mindfulness→ SWB (mediating effect value is 0.095), EA→ PGI→ SWB (mediating effect value is 0.271), EA→ mindfulness→ PGI→ SWB (mediating effect value is 0.152). (4) There is no gender difference in the chain mediation effect. Conclusion: (1) EA performance significantly positively predicts college students' mindfulness, PGIand SWB, which means that EA can promote college students' mindfulness, PGIand SWB; (2) EAcan not only directly affect SWB, but also indirectly affect SWBthrough the separate intermediary role of mindfulness and PGI, as well as the chain intermediary role of both. It further explains the reasons why EAhas an effect on College Students' SWB, which is of great significance to improve and intervene college students' SWB.

Objective: This study aims to explore the relationship between exercise persistence (EA), personal growth initiative (PGI), mindfulness and subjective well-being (SWB), which is beneficial to improve the subjective well-being of college students and promote the development of physical and mental health.Methods: A total of 894 college students (average age =19.51 years, SD = 0.85 years) were sampled by stratified cluster sampling. EA, mindfulness, PGI, and SWB were assessed using standard scales. Data were analyzed by Pearson correlation analysis, structural equation model test and bias-correction percentile Bootstrap method. Results: (1) There was a significant positive correlation between EA and SWB (r= 0.353), and the direct path between EA and SWB was significant (β= 0.592, t = 5.480, p < 0.01). (2) EA positively predicted mindfulness (β= 0.104, t = 8.964, p < 0.01) and PGI (β= 0.251, t = 8.743, p < 0.01); mindfulness positively predicted SWB (β= 0.915, t = 2.775, p < 0.01) and PGI (β= 1.349, t = 16.985, p < 0.01); and PGI significantly positively predicted SWB (β= 1.080, t = 8.924, p < 0.01). (3) Mindfulness and PGI played a significant mediating role in the relationship between EA and SWB. Specifically, the intermediary effect is composed of three path of indirect effect: EA→ mindfulness→ SWB (mediating effect value is 0.095), EA→ PGI→ SWB (mediating effect value is 0.271), EA→ mindfulness→ PGI→ SWB (mediating effect value is 0.152). (4) There is no gender difference in the chain mediation effect.Conclusion: (1) EA performance significantly positively predicts college students' mindfulness, PGI and SWB, which means that EA can promote college students' mindfulness, PGI and SWB; (2) EA can not only directly affect SWB, but also indirectly affect SWB through the separate intermediary role of mindfulness and PGI, as well as the chain intermediary role of both. It further explains the reasons why EA has an effect on College Students' SWB, which is of great significance to improve and intervene college students' SWB.