Parental support and achievement motivation: the mediating role of training satisfaction among tennis athletes
DOI:
https://doi.org/10.55040/7nwhvy09Keywords:
athlete performance, athlete support, sports psychology, tennisAbstract
This study empirically analyzed the relationship between parental support and achievement motivation, and explored the mediating role of training satisfaction among tennis athletes. This study employed a quantitative approach with a descriptive-correlational design. The population consisted of field tennis athletes participating in open tennis tournaments from December 2024 to March 2025. A total sample of 155 athletes was obtained, aged 15-23 years, with 6-10 years of training experience and 5-8 years of athletic experience. Data analysis was conducted using SmartPLS. Validity and reliability tests for each item in the constructs showed outer loading values and Cronbach’s alpha coefficients above 0.7. The research model demonstrated good fit with an SRMR value of 0.032 (< 0.10 or < 0.08). Path coefficient results indicated the following: 1) Parental Support → Achievement Motivation 0.042 < 0.05 (t = 2.037); 2) Parental Support → Training Satisfaction 0.001 < 0.05 (t = 3.382); 3) Training Satisfaction → Achievement Motivation 0.000 < 0.05 (t = 3.159); and 4) Parental Support → Achievement Motivation through Training Satisfaction 0.001 < 0.05 (t = 3.197). Training satisfaction serves as a mediating variable through which parental support indirectly influences achievement motivation by enhancing tennis athletes’ satisfaction with their training. Thus, parental support not only directly stimulates athletes’ drive for excellence but also operates through a crucial pathway involving positive and fulfilling training experiences. Future studies may adopt mixed-method approaches and include additional moderator or mediator variables to develop a more comprehensive model.
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