{"title":"Correlational research on college students' physical exercise behavior, academic engagement, and self-efficacy.","authors":"Wei Gao, Jiaxin Chen, Zhi Tu, Ming Li","doi":"10.3389/fpsyg.2025.1428365","DOIUrl":null,"url":null,"abstract":"<p><strong>Objective: </strong>This study aims to investigate the current status of physical exercise behavior, academic engagement, and self-efficacy among non-physical education college students. Additionally, it sought to analyze the relationships between these factors in order to explore the potential impact of physical exercise on learning and self-efficacy.</p><p><strong>Methods: </strong>To examine the current status and relationships between physical exercise behavior, academic engagement, and self-efficacy, this study used the Physical Activity Rating Scale (PARS-3), the Utrecht Work Engagement Scale (UWES), and the General Self-Efficacy Scale (GESE) as research tools. A stratified random sampling method was employed, and non-physical education college students were selected as participants. A total of 1,596 valid questionnaires were analyzed. The data were processed using SPSS 26.0, AMOS 26.0, and Excel 2010, with statistical analyses including one-way ANOVA, correlation analysis, regression analysis, and mediation effect testing.</p><p><strong>Results: </strong>Physical exercise behavior among non-physical education students showed significant positive correlations with academic engagement (<i>r</i> = 0.207, <i>p</i> < 0.01) and self-efficacy (<i>r</i> = 0.218, <i>p</i> < 0.01). Academic engagement was also strongly positively correlated with self-efficacy (<i>r</i> = 0.811, <i>p</i> < 0.01). The partial mediating effect of physical exercise on academic engagement was significant, with the mediation ratio of ab/c = 84.7%.</p><p><strong>Conclusion: </strong>Physical exercise behavior significantly predicts academic engagement, and a positive predictive relationship exists between physical exercise and self-efficacy. Additionally, self-efficacy plays a significant role in predicting academic engagement. Self-efficacy partially mediates the relationship between physical exercise behavior and academic engagement.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"16 ","pages":"1428365"},"PeriodicalIF":2.6000,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11830674/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Frontiers in Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.3389/fpsyg.2025.1428365","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
Abstract
Objective: This study aims to investigate the current status of physical exercise behavior, academic engagement, and self-efficacy among non-physical education college students. Additionally, it sought to analyze the relationships between these factors in order to explore the potential impact of physical exercise on learning and self-efficacy.
Methods: To examine the current status and relationships between physical exercise behavior, academic engagement, and self-efficacy, this study used the Physical Activity Rating Scale (PARS-3), the Utrecht Work Engagement Scale (UWES), and the General Self-Efficacy Scale (GESE) as research tools. A stratified random sampling method was employed, and non-physical education college students were selected as participants. A total of 1,596 valid questionnaires were analyzed. The data were processed using SPSS 26.0, AMOS 26.0, and Excel 2010, with statistical analyses including one-way ANOVA, correlation analysis, regression analysis, and mediation effect testing.
Results: Physical exercise behavior among non-physical education students showed significant positive correlations with academic engagement (r = 0.207, p < 0.01) and self-efficacy (r = 0.218, p < 0.01). Academic engagement was also strongly positively correlated with self-efficacy (r = 0.811, p < 0.01). The partial mediating effect of physical exercise on academic engagement was significant, with the mediation ratio of ab/c = 84.7%.
Conclusion: Physical exercise behavior significantly predicts academic engagement, and a positive predictive relationship exists between physical exercise and self-efficacy. Additionally, self-efficacy plays a significant role in predicting academic engagement. Self-efficacy partially mediates the relationship between physical exercise behavior and academic engagement.
期刊介绍：
Frontiers in Psychology is the largest journal in its field, publishing rigorously peer-reviewed research across the psychological sciences, from clinical research to cognitive science, from perception to consciousness, from imaging studies to human factors, and from animal cognition to social psychology. Field Chief Editor Axel Cleeremans at the Free University of Brussels is supported by an outstanding Editorial Board of international researchers. This multidisciplinary open-access journal is at the forefront of disseminating and communicating scientific knowledge and impactful discoveries to researchers, academics, clinicians and the public worldwide. The journal publishes the best research across the entire field of psychology. Today, psychological science is becoming increasingly important at all levels of society, from the treatment of clinical disorders to our basic understanding of how the mind works. It is highly interdisciplinary, borrowing questions from philosophy, methods from neuroscience and insights from clinical practice - all in the goal of furthering our grasp of human nature and society, as well as our ability to develop new intervention methods.
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