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<p>To explore the impact of perceived social support on college students' physical education (PE) classes engagement and its underlying mechanism, a survey was conducted among 1346 college students. The participants completed the Perceived Social Support Scale, the PE Class Engagement Scale, the Academic Stress Scale, and the Exercise Motivation Scale. The results indicated that: (1) Perceived social support positively predicted college students' PE class engagement. (2) Autonomous exercise motivation partially mediated this relationship. (3) Academic stress moderated both the direct path from perceived social support to PE class engagement and the first half of the mediation path. (4) Gender moderated the latter half of the mediation path. These findings help clarify the mechanism through which perceived social support influences college students' PE class engagement. They also provide insights for enhancing student engagement levels, thereby promoting physical and mental health and overall development.</p>

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The effect of perceived social support on college students' physical education class engagement: a moderated mediation model

  • 期刊论文

  • 发表日期：

    2026年1月6日

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  • Pukui Wang,
  • Zihao Li,
  • Yongfan Song,
  • Xiang Gao,
  • Xiangyu Wang,
  • Chenge Shi

摘要

To explore the impact of perceived social support on college students' physical education (PE) classes engagement and its underlying mechanism, a survey was conducted among 1346 college students. The participants completed the Perceived Social Support Scale, the PE Class Engagement Scale, the Academic Stress Scale, and the Exercise Motivation Scale. The results indicated that: (1) Perceived social support positively predicted college students' PE class engagement. (2) Autonomous exercise motivation partially mediated this relationship. (3) Academic stress moderated both the direct path from perceived social support to PE class engagement and the first half of the mediation path. (4) Gender moderated the latter half of the mediation path. These findings help clarify the mechanism through which perceived social support influences college students' PE class engagement. They also provide insights for enhancing student engagement levels, thereby promoting physical and mental health and overall development.