ORIGINAL RESEARCH article
Front. Psychol.
Sec. Sport Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1592753
This article is part of the Research TopicPsychological Factors in Physical Education and Sport - Volume VView all 30 articles
The impact of physical education teacher support on sport participation among college students: the chain mediating effects of physical education learning motivation and self-efficacy
Provisionally accepted
- School of Physical Education, Shandong University, Jinan, China
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Objective: This study aimed to examine the relationship between physical education (PE) teacher support and sport participation among college students, with a particular focus on the mediating roles of PE learning motivation and self-efficacy. Methods: A cross-sectional survey was conducted using random sampling among 604 college students aged 18-29 years (354 males, 250 females; mean age = 20.44 ± 2.541 years) in Shandong Province, China. The study employed the Physical Education Teacher Support Scale, Physical Education Learning Motivation Scale, General Self-Efficacy Scale (GSES) , and Sport Participation Scale. Data analyses were conducted using SPSS 27.0, PROCESS 3.5, and AMOS 24.0. Analyses included Harman's single-factor test, reliability and validity assessments (Cronbach's α, KMO, Bartlett's test of sphericity, AVE, CR, CFA), descriptive statistics, Pearson correlation analysis, and mediation analysis using PROCESS Model 6.Results: PE teacher support, PE learning motivation, self-efficacy, and sport participation were all significantly positively correlated. The impact of PE teacher support on sport participation was mediated through three pathways: solely through PE learning motivation (mediating effect value: 0.146), solely through self-efficacy (mediating effect value: 0.166), and through the combined effect of PE learning motivation and self-efficacy (mediating effect value: 0.129).Conclusion: PE teacher support not only directly promotes college students' sport participation but also indirectly facilitates participation by enhancing their PE learning motivation and self-efficacy.
Keywords: college students, teacher support, Learning motivation, self-efficacy, Sports participation, chain mediation, Physical Education
Received: 13 Mar 2025; Accepted: 14 May 2025.
Copyright: © 2025 Su and Liu. 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: Qiang Liu, School of Physical Education, Shandong University, Jinan, China
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