Ma Ji, Guo Yuqiang, Zhu Chao, Wen Chunyuan, Deng Qiaoqiao, Ma Xiao
School of Physical Education, Shanghai University of Sport, Shanghai, China.
Front Psychol. 2025 Jul 2;16:1569578. doi: 10.3389/fpsyg.2025.1569578. eCollection 2025.
Although physical activity (PA) levels among female students have improved in primary and secondary education, female undergraduates consistently show lower PA levels compared to males and younger female students. Previous studies suggest that gender stereotypes and socially constructed traits significantly impact females' choices and engagement in sports. This study examines how gender roles and sports type choices influence PA levels and physical exercise involvement among female undergraduates.
Cluster sampling was used to recruit 500 undergraduates (256 males, 244 females) from five universities in Shanghai. Valid data from 439 undergraduates (mean age = 19.02 ± 1.04 years) were collected using the Physical Activity Rating Scale (PARS-3), Chinese College Students' Sex-Role Inventory (CSRI-50), and Physical Exercise Involvement Scale (PEIS). Data were analyzed through descriptive statistics, chi-square tests, and ANOVA.
Female undergraduates had significantly lower PA and physical exercise involvement scores compared to male peers (PA: < 0.001, Cohen's = 0.494; involvement: < 0.001, Cohen's = 0.752). No significant gender differences were observed in sports choices ( = 0.402). Female undergraduates showed the lowest PA levels in masculine sports ( = 0.002). Among female participants, gender roles significantly affected PA and involvement, with androgynous individuals performing best, especially in masculine sports (PA: < 0.001; involvement: < 0.001). Feminine and undifferentiated roles were associated with lower scores in value cognition ( < 0.001) and autonomy ( < 0.001).
Gender stereotypes significantly impact female undergraduates' PA levels and physical exercise involvement. Promoting androgynous traits and reducing gender-role constraints in educational contexts can enhance female undergraduates' PA engagement. Future educational strategies should emphasize gender inclusivity and autonomy to address existing gender-related disparities in sports participation.
尽管中小学女生的体育活动（PA）水平有所提高，但与男生及低年级女生相比，女大学生的PA水平一直较低。先前的研究表明，性别刻板印象和社会建构特征对女性的体育选择和参与有显著影响。本研究探讨性别角色和体育类型选择如何影响女大学生的PA水平和体育锻炼参与情况。
采用整群抽样法，从上海五所大学招募了500名本科生（256名男生，244名女生）。使用体育活动评分量表（PARS-3）、中国大学生性别角色量表（CSRI-50）和体育锻炼参与量表（PEIS）收集了439名本科生（平均年龄=19.02±1.04岁）的有效数据。通过描述性统计、卡方检验和方差分析对数据进行分析。
与男性同龄人相比，女大学生的PA和体育锻炼参与得分显著更低（PA：<0.001，科恩d值=0.494；参与：<0.001，科恩d值=0.752）。在体育选择方面未观察到显著的性别差异（=0.402）。女大学生在男性化运动中的PA水平最低（=0.002）。在女性参与者中，性别角色对PA和参与有显著影响，双性化个体表现最佳，尤其是在男性化运动中（PA：<0.001；参与：<0.001）。女性化和未分化角色与价值认知（<0.001）和自主性（<0.001）得分较低相关。
性别刻板印象显著影响女大学生的PA水平和体育锻炼参与情况。在教育环境中促进双性化特征并减少性别角色限制可以提高女大学生的PA参与度。未来的教育策略应强调性别包容性和自主性，以解决体育参与中现有的与性别相关的差距。
