Hao Huaixia, Zhu Qingying, Feng Changxi
School of Physical Education, Shandong University, Jinan, Shandong, China.
School of Economics, University of Cologne, Cologne, Germany.
Front Psychol. 2025 Mar 4;16:1446317. doi: 10.3389/fpsyg.2025.1446317. eCollection 2025.
During their physical education courses, university students may encounter various academic pressures and difficulties, which significantly undermine their physical education learning motivation and affect their overall development. Multiple supports from teachers, parents, and peers can effectively help students maintain confidence and enhance their physical education learning motivation. However, the underlying mechanisms by which these multiple supports influence motivation for physical education remain unclear.
This study aims to explore the underlying mechanisms by which multiple supports influence learning motivation during physical education, specifically examining the mediating roles of self-efficacy and positive coping style. Additionally, it seeks to elucidate the complex configurational relationships among multiple supports, self-efficacy, coping style, and physical education learning motivation.
This study employs a cross-sectional survey method to investigate Chinese university students. Through convenience sampling, 969 students were recruited from four universities in Shandong Province. The participants completed the Teacher Support Scale, Parent Support Scale, Peer Support Scale, Self-Efficacy Scale, Positive Coping Style Scale, and Learning Motivation Scale. For data analysis, statistical processing was conducted using SPSS 26.0, Amos 22.0, and fsQCA 4.1.
The results indicate that multiple supports from teachers, parents, and peers have significant direct effects on individual physical education learning motivation, with effect sizes of 0.132, 0.090, and 0.237, respectively. Self-efficacy acts as an independent mediator between multiple supports and physical education learning motivation, with effect sizes of 0.111, 0.076, and 0.197, respectively. Positive coping style also serve as an independent mediator in these relationships, with effect sizes of 0.091, 0.019, and 0.072; Self-efficacy and positive coping style function as a chain mediating mechanism between multiple supports and physical education learning motivation, with effect sizes of 0.021, 0.015, and 0.038; There are five equivalent configurations identified among multiple supports, self-efficacy, coping style, and physical education learning motivation.
Support from teachers, parents, and peers not only directly influences students' physical education learning motivation but also indirectly predicts students' physical education learning motivation through the independent and chain mediating roles of self-efficacy and coping style. Additionally, this study elucidates the complex configurational relationships among multiple supports, self-efficacy, coping style, and physical education learning motivation, thereby validating and supplementing the results of linear analysis.
在体育课期间，大学生可能会遇到各种学业压力和困难，这会严重削弱他们的体育学习动机，并影响他们的全面发展。来自教师、家长和同伴的多重支持可以有效地帮助学生保持信心并增强他们的体育学习动机。然而，这些多重支持影响体育动机的潜在机制仍不清楚。
本研究旨在探讨多重支持影响体育学习动机的潜在机制，具体考察自我效能感和积极应对方式的中介作用。此外，它试图阐明多重支持、自我效能感、应对方式和体育学习动机之间复杂的构型关系。
本研究采用横断面调查方法对中国大学生进行调查。通过便利抽样，从山东省四所大学招募了969名学生。参与者完成了教师支持量表、家长支持量表、同伴支持量表、自我效能感量表、积极应对方式量表和学习动机量表。对于数据分析，使用SPSS 26.0、Amos 22.0和fsQCA 4.1进行统计处理。
结果表明，教师、家长和同伴的多重支持对个体体育学习动机有显著的直接影响，效应量分别为0.132、0.090和0.237。自我效能感在多重支持和体育学习动机之间起独立中介作用，效应量分别为0.111、0.076和0.197。积极应对方式在这些关系中也起独立中介作用，效应量分别为0.091、0.019和0.072；自我效能感和积极应对方式在多重支持和体育学习动机之间起链式中介机制作用，效应量分别为0.021、0.015和0.038；在多重支持、自我效能感、应对方式和体育学习动机之间确定了五种等效构型。
教师、家长和同伴的支持不仅直接影响学生的体育学习动机，还通过自我效能感和应对方式的独立和链式中介作用间接预测学生的体育学习动机。此外，本研究阐明了多重支持、自我效能感、应对方式和体育学习动机之间复杂的构型关系，从而验证和补充了线性分析的结果。
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