Perceived enjoyment and self-efficacy for exercise have been identified as critical factors impacting students’ physical activity (PA) participation.However, there is limited knowledge on this topic involving university students. The primary aim of this study was to examine the relationship between university students’ self-perceived enjoyment and self-efficacy for exercise and their PA levels.
Method:
University students in an undergraduate physical education class were surveyed (n=374, 52.9% male; 47.1% female) regarding physical activity rates over the previous 3 months using the Weekly Leisure Time Exercise Questionnaire to assess participation in physical activity. Student PA was coded by MET and was categorized into Light PA (LPA), Moderate PA (MPA), and Vigorous PA (VPA). Student perception of PA enjoyment was measured using the Physical Activity Enjoyment Scale, an 18-item survey. Student self-efficacy was measured using the Exercise Self-Efficacy Scale, a 12-item survey.
Analysis/Results:
Results were analyzed using MANOVA to compute the differences between LPA, MPA, & VPA groups in relation to enjoyment and self-efficacy. The overall effect showed Wilks’ Lambda to be significant p= .000 and the total physical activity effect on enjoyment and self-efficacy was significant where p= .000 and p= .002 respectively. Tukeys’ post hoc test revealed the LPA group to be significantly different from the MPA group and VPA group for enjoyment where p= .007 and p=.000 respectively. In addition, the LPA group was significantly different from the VPA group for self-efficacy where p= .001. No significant difference was noted between MPA & VPA groups.
Conclusions:
Increased physical activity participation was correlated to student perceived enjoyment of exercise as well as to self-efficacy. This information suggests that physical educators should have a focus to increase enjoyment and self-efficacy for PA in their students in order to elevate PA participation.