Perceived competence as a predictor of exercise motivation in Physical Education: a pathway to sustained health-promoting behaviors
DOI:
https://doi.org/10.55040/w2t23828Keywords:
autonomous regulation, physical activity engagement, psychological determinants, self-efficacy, student motivationAbstract
This study examined perceived competence as a predictor of exercise motivation in Physical Education, aiming to clarify how students’ self-perceptions of ability influence their motivational orientation toward physical activity. A quantitative research design, specifically descriptive-correlational, was employed involving 425 university students selected through simple random sampling. Data were collected using standardized instruments, including the Perceived Competence Scale and the Behavioral Regulation in Exercise Questionnaire-3, both of which demonstrated acceptable reliability indices. Descriptive statistics such as mean and composite mean were used to assess levels of perceived competence and exercise motivation, while Spearman’s rank-order correlation was utilized to test the relationship between the variables. Results revealed that perceived competence was very high (M = 3.34), with strong indicators across skill competence (M = 3.33), improvement perception (M = 3.42), and comparative competence (M = 3.26). Exercise motivation was also found to be highly elevated (M = 3.52), encompassing intrinsic motivation (M = 3.51), identified regulation (M = 3.56), and external motivation (M = 3.49). Correlation analysis indicated a strong and statistically significant relationship between perceived competence and exercise motivation (r = .724, p = .001). These findings suggest that students’ belief in their physical abilities is closely associated with their level of motivation to engage in exercise, reflecting the importance of psychological determinants in Physical Education. The results further imply that competence perceptions play a vital role in shaping students’ engagement and persistence in physical activity. In conclusion, perceived competence serves as a critical predictor of exercise motivation, reinforcing its importance in understanding and promoting sustained participation in health-related behaviors among university students.
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