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.

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 , KMO, Bartlett's test of sphericity, AVE, CR, CFA), descriptive statistics, Pearson correlation analysis, and mediation analysis using PROCESS Model 6.

RESULTS

Physical education 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

Physical education teacher support not only directly promotes college students' sport participation but also indirectly facilitates participation by enhancing their PE learning motivation and self-efficacy.