ORIGINAL RESEARCH article
Front. Psychol.
Sec. Sport Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1588643
This article is part of the Research TopicThe Burnout Spectrum in Schools and Sports: Students, Teachers, Athletes, and Coaches at RiskView all 8 articles
The Impact of Exercising Self-Efficacy on Physical Education Learning Engagement: The Mediating Role of Flow Experience
Provisionally accepted
- 1Shantou Preschool Education College in Guangdong, 汕头市, China
- 2Guangzhou Sport University, Guangzhou, Guangdong Province, China
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The study aims to examine the direct and indirect effects of exercising self-efficacy on physical education learning engagement through mediator flow experience. Based on a questionnaire survey, using the Exercise Self-efficacy Scale, Flow Experience Scale, and Physical Education Learning Engagement Scale, a survey was conducted among 568 university students from five universities in Guangdong Province, China. The results showed that: ① There were significant positive correlations between exercise self-efficacy, flow experience, and physical education learning engagement; ② Exercise self-efficacy positively influenced physical education learning engagement; ③ Flow experience played a mediating role between exercise self-efficacy and physical education learning engagement. This study fills the theoretical gap of flow experience application in the context of physical education, and uses the variable of exercise self-efficacy, which combines individual self-efficacy with the field of physical exercise, to enhance the depth and strength of explanation and prediction. The findings of this study contribute to physical education instructors' understanding of the psychological mechanisms at play in college students' physical education learning process. Additionally, the examination of the pivotal mediating role of flow experience offers fresh perspectives for enhancing the efficacy of physical education instruction.
Keywords: Physical Education Learning Engagement, Exercising Self-efficacy, flow experience, structural equation model, College student
Received: 06 Mar 2025; Accepted: 19 May 2025.
Copyright: © 2025 Wen Zhe, Wei and Bojin. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Ruikai Wei, Shantou Preschool Education College in Guangdong, 汕头市, China
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