Moderated mediation model of basic needs supports, intrinsic motivation, and PERMA well-being among college students in physical education: the moderating roles of exercise causality orientations

TL;DR

This study explores how support in physical education affects student well-being through motivation, with different outcomes based on students' attitudes toward exercise.

Contribution

The study introduces a moderated mediation model showing how exercise causality orientations influence the link between needs support and intrinsic motivation.

Findings

Autonomy orientation strengthens the link between needs support and intrinsic motivation.

Impersonal orientation weakens the positive effect of needs support on intrinsic motivation.

Control orientation does not moderate the relationship between needs support and intrinsic motivation.

Abstract

Based on self-determination theory, this study examined the mediating role of intrinsic motivation in the relationship between needs support and PERMA well-being (positive emotion, engagement, relationships, meaning, and accomplishment) among college students in physical education. Furthermore, this study investigated the moderating roles of exercise causality orientations in the mediation model.

Undergraduate students completed questionnaires with demographic information, the Needs Support Scale, Intrinsic Motivation Inventory, and Exercise Causality Orientations Scale. Data analyses were performed on data from 626 valid questionnaires to determine the relationship between the variables.

The results demonstrated that the three causality orientations moderated the relationship between needs support and intrinsic motivation in different ways. Specifically, autonomy orientation strengthened the positive predictive effect of needs support on intrinsic motivation, control orientation had no moderating effect, and impersonal orientation weakened the positive association between needs support and intrinsic motivation-showing a negative predictive trend. The findings indicated that needs support may not always positively predict intrinsic motivation, especially unilaterally providing needs support is not associated with enhanced intrinsic motivation among individuals with high impersonal orientation.

Thus, students with an impersonal orientation should be guided toward an autonomy orientation. This study provides insights into the interactive influence of environmental factors and personal characteristics on motivation and PERMA well-being in physical education.

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