Yan Jie, Zhang Ting, Zhou Xuezheng, Li Hongbo
The school of Marxism, Beijing Sport University, Beijing, 100084, China.
Physical Education Department, Jiangsu Urban and Rural Construction Vocational College, Changzhou, 213147, China.
BMC Public Health. 2025 Jan 30;25(1):395. doi: 10.1186/s12889-025-21587-w.
Based on the self-determination theory, the three types of autonomy support of parents, teachers and peers as a whole were included in the same research system to explore their effects on exercise adherence of higher vocational college students and their internal mechanisms.
The study used the exercise autonomy support scale, autonomous motivation scale and exercise adherence scale to construct and test the hypothesised pathways for promoting exercise adherence among students in higher vocational college. Using the data obtained from a survey of 436 higher vocational college students as the unit of analysis, and taking into account the variable of students' self-determined motivation. The three types of autonomy support of parents, teachers and peers were simultaneously incorporated into the same research system to explore their effects on higher vocational college students' exercise adherence and their internal mechanisms.
Except for parent autonomy support, neither teacher nor peer autonomy support had a significant positive effect on exercise adherence of higher vocational college students. Unlike the role played by teacher autonomy support, neither parent nor peer autonomy support was able to positively predict exercise autonomous motivation among higher vocational college students.
Parent autonomy support can positively influence the exercise adherence of higher vocational college students, neither teacher nor peer autonomy support can significantly positively influence the exercise adherence of higher vocational college students. Teacher autonomy support can significantly and indirectly influence higher vocational college students' exercise adherence through autonomous motivation, while parent and peer autonomy support cannot indirectly influence higher vocational college students' exercise adherence through autonomous motivation.
基于自我决定理论，将父母、教师和同伴这三种自主性支持整体纳入同一研究体系，探讨其对高职院校学生运动坚持性的影响及其内在机制。
本研究采用运动自主性支持量表、自主动机量表和运动坚持性量表，构建并检验高职院校学生促进运动坚持性的假设路径。以对436名高职院校学生的调查数据为分析单位，同时考虑学生的自我决定动机变量。将父母、教师和同伴的三种自主性支持同时纳入同一研究体系，探讨其对高职院校学生运动坚持性的影响及其内在机制。
除父母自主性支持外，教师和同伴自主性支持对高职院校学生的运动坚持性均无显著的正向影响。与教师自主性支持所起的作用不同，父母和同伴自主性支持均不能正向预测高职院校学生的运动自主动机。
父母自主性支持能正向影响高职院校学生的运动坚持性，教师和同伴自主性支持均不能显著正向影响高职院校学生的运动坚持性。教师自主性支持能通过自主动机显著间接影响高职院校学生的运动坚持性，而父母和同伴自主性支持不能通过自主动机间接影响高职院校学生的运动坚持性。
