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Abstract

Subjective well-being stands as a pivotal and comprehensive psychological indicator reflecting an individual’s quality of life, often intertwined with physical activity. However, the complex mechanisms through which physical activity influences an individual’s subjective well-being have not been thoroughly explored. Consequently, this study aims to investigate the influence of physical activity on the subjective well-being of college students, examining the chain-mediated effects of basic psychological needs and self-efficacy. This study recruited 389 college students, and data were collected using validated instruments: the Physical Activity Rating Scale, Subjective Well-Being Scale, Basic Psychological Needs Scale, and Self-Efficacy Scale. Statistical analysis were conducted using IBM SPSS Statistics version 24.0 (IBM Corp., Armonk, NY, USA). A chain mediation model was employed to examine the potential mediating effects of basic psychological needs and self-efficacy in the effects of physical activity on college students’ subjective well-being. Analysis revealed significant positive correlations among physical activity, subjective well-being, basic psychological needs, and self-efficacy (p < .05). The chain mediation model indicated that physical activity indirectly influenced college students’ subjective well-being through two pathways: The mediation model indicated that physical activity indirectly influenced college students’ subjective well-being through two pathways: (1) via basic psychological needs (indirect effect = 0.055, 95% CI [0.022, 0.096]), and (2) via self-efficacy (indirect effect = 0.052, 95%CI [0.019, 0.090]). Additionally, a sequential mediation effect was observed, with physical activity influencing subjective well-being through basic psychological needs and subsequently self-efficacy (indirect effect = 0.026, 95% CI [0.009, 0.047]). Basic psychological needs and self-efficacy serve as chain mediators in explaining the relationship between physical activity on the subjective well-being of college students.

Keywords

college students physical activity subjective well-being basic psychological needs satisfaction self-efficacy

Introduction

Subjective well-being (SWB) is conceptualized as an individual’s comprehensive evaluation of their life circumstances and emotional experiences. This construct reflects the overall perception and affective appraisal that college students have regarding their lives (Diener, 1984). However, With the increasing pressures from various aspects of life, mental health issues among college students have become more prevalent (Conley et al., 2017), leading to relatively lower levels of subjective well-being (SWB). Low levels of SWB not only affect individual mental health but also may result in a range of negative psychological effects (Diener & Chan, 2011; Lew et al., 2019; Ridner, 2016) Therefore, it is crucial to conduct in-depth research on how physical activity influences the subjective well-being of college students, particularly through the chain-mediated effects of basic psychological needs and self-efficacy. Understanding these mechanisms is essential for developing effective strategies to enhance SWB, which in turn promotes the mental and physical health of college students, enabling them to better cope with various challenges in life. Psychological research on exercise has confirmed that physical activity is a primary means of enhancing an individual’s subjective well-being. Notably, research in exercise psychology has substantiated that physical activity serves as a crucial mechanism for enhancing an individual’s subjective well-being (Buecker et al., 2021). While numerous scholars have investigated the relationship between physical exercise and subjective well-being from various perspectives (Wicker et al., 2015). There remains a relative paucity of research elucidating the underlying mechanisms through which physical exercise influences college students’ subjective well-being. Understanding these mechanisms is crucial for developing effective strategies to enhance subjective well-being. Based on an extensive literature review, the present study posits that basic psychological needs and self-efficacy serve as pivotal mediating mechanisms in the relationship between physical exercise and college students’ subjective well-being.

Physical Activity and Subjective Well-Being

Physical exercise has been shown to help prevent disease, a view is widely recognized in sports psychology. Research suggests that physical activity contributes significantly to an individual’s subjective well-being (Z. Zhang et al., 2022). Subjective well-being, a multidimensional concept encompasseing life satisfaction, positive emotions, and resistance to negative emotions, aligns closely with the multiple benefits provided by physical activity (Diener & Chan, 2011). Numerous studies have confirmed a significant positive predictive effect of physical activity on adolescents’ subjective well-being. Some scholars reported a strong association between positive physical activity habits and higher levels of subjective well-being (Priesack & Alcock, 2015). This suggests that adolescents who regularly engages in physical activity are more likely to experience elevated levels of subjective well-being, possibly due to the combination of improved physical fitness and positive emotional experiences associated with exercise. Furthermore, empirical evidence indicates that physical exercise significantly influences the level of subjective well-being among college students (Buecker et al., 2021; S. Lin et al., 2022; Z. Zhang et al., 2022). These findings suggest that both the frequency and consistency of exercise are crucial factors influencing an individual’s subjective well-being. Physically active individuals typically report higher levels of well-being, likely because physical activity fosters positive attitudes and emotional experiences in life. Research has also demonstrated the impact of physical activity on subjective well-being in specific populations. For instance, a study of patients with spinal cord injury found that physical activity can improve subjective well-being can improve subjective well-being by alleviating stress and pain (Ginis et al., 2003). Based on this evidence, this study proposes Hypothesis 1: physical activity has a significant positive effect on the subjective well-being of college students.

The Mediating Role of Basic Psychological Needs

Self-Determination Theory (SDT) provides a comprehensive theoretical framework for understanding the relationship between individual behavior and subjective well-being. According to SDT, three fundamental psychological needs-autonomy, competence, and relatedness-constitute the intrinsic motivation underlying individual behavior, and play a crucial role in influencing subjective well-being (Ryan & Deci, 2000; Yu et al., 2018). Empirical studies consistently demonstrate positive correlations between these three basic psychological needs and individual subjective well-being. This suggests that the satisfaction of an individual’s basic psychological needs is associated with increased subjective well-being (Spasovski, 2012). Notably, this phenomenon is particularly evident among university student, with extensive research confirming the strong association between the fulfillment of basic psychological needs and subjective well-being in this specific population (Hope et al., 2019).

Moreover, research investigating the fulfillment of psychological needs through physical activity further supports this association. Studies have demonstrated a strong relationship between basic psychological needs and individual engagement in physical activity (Lovell et al., 2016; Teixeira et al., 2012). The three components of basic psychological needs—autonomy, competence, and relatedness are effectively satisfied through physical activity. Autonomy is fulfilled through an individual’s independent choice of exercise, control over their sports behavior, and the establishment of exercise goals. Competence needs are addressed through successful task completion and achievement of exercise objectives. Relatedness is satisfied through teamwork and social interactions inherent in many physical activities. Scholars in the field have corroborated that physical activity indeed satisfies individuals’ basic psychological needs (Behzadnia & FatahModares, 2020). When individuals experience autonomy, a sense of competence, and fulfillment of their relatedness needs, they not only feel empowered, accomplished, and socially connected but also report enhanced subjective well-being. Based on the aforementioned theoretical framework and empirical evidence, this study propose Hypothesis 2: Basic psychological needs mediate the relationship between physical activity and subjective well-being among college students.

The Mediating Role of Self-Efficacy

Social cognitive theory emphasizes the crucial role of self-efficacy, defined as an individual’s beliefs regarding their organizational abilities, encompassing both emotional and behavioral regulatory functions and often manifested as the degree of an individual’s self-confidence (Bandura, 1997). Self-efficacy encompasses both emotional and behavioral regulatory functions and is often operationalized as the degree of an individual’s self-confidence. Research has consistently demonstrated a robust positive association between self-efficacy and subjective well-being and various dimensions of subjective well-being. A study conducted among students at École Normale Supérieure Paris-Saclay corroborated these findings, revealing significant positive correlations between self-efficacy and both overall subjective well-being and its specific components (Tamannaeifar & Motaghedifard, 2014). These results suggest that enhancing self-efficacy, may effectively improve college students’ sense of competence, potentially leading to increased subjective well-being subjective well-being.

Furthermore, research has consistently demonstrated a strong association between an individual’s self-efficacy and engagement in physical activity, suggesting that participation in physical activity play a crucial role in the area of self-efficacy. Studies have shown that regular involvement in physical activity significantly enhances an individual’s self-efficacy. Another investigations focusing on college students have corroborated the effectiveness of physical activity in increasing self-efficacy level (Pilishvili et al., 2021; Xu et al., 2021). These findings indicate that active participation in physical activity can boost confidence in one’s abilities, potentially leading to improved mental health and overall well-being. Based on this evidence, this study propose Hypothesis 3: Self-efficacy mediates the relationship between physical activity and subjective well-being among college students.

Chain Mediation of Basic Psychological Needs and Self-Efficacy

Recent academic literature has increasingly recognized the crucial roles of basic psychological needs and self-efficacy in mediating the relationship between physical activity subjective well-being among college students (Diseth et al., 2012). Research has demonstrated that physical activity significantly contributes to fulfilling the basic psychological needs of college students (Stathi et al., 2002). Moreover, studies have identified a strong association between an individual’s self-efficacy and their basic psychological needs (Goegan & Daniels, 2022; Y-L. Wang & Tsai, 2020). Specifically, the satisfaction of basic psychological needs are met, their self-efficacy is effectively enhanced. High levels of self-efficacy are considered a valuable psychological resource capable of improving an individual’s subjective well-being. Empirical evidence suggests that individuals with elevated self-efficacy are better equipped to overcome challenges, achieve their goals, and experience more positive emotional experiences, thereby potentially enhancing their subjective well-being (Priesack & Alcock, 2015). Based on the existing literature, this study proposes Hypothesis 4: Basic psychological needs and self-efficacy jointly play a chain mediating role in the effects of physical activity and subjective well-being among college students. Specifically, the hypothesis suggests that physical activity enhances college students’ self-efficacy by satisfying their basic psychological needs, which in turn contributes to elevated subjective well-being. While previous research has established associations between physical activity and basic psychological needs, basic psychological needs and self-efficacy, and self-efficacy and subjective well-being, there is a paucity of systematic investigations exploring the intrinsic connections and interrelationships among these four variables. To address this gap, the current study aims to examine the correlations among physical activity, subjective well-being, basic psychological needs, and self-efficacy within the college student population. Furthermore, this study seeks to investigate the chain mediating roles of basic psychological need satisfaction and self-efficacy in the relationship between physical activity and college students’ subjective well-being. This investigation aims to provide a theoretical foundation for enhancing college students’ subjective well-being experiences Figure 1 presents a schematic representation of the proposed chain mediation model.

Figure 1.

Hypothesized chain intermediation model.

Research instrument/method

Participants

In March 2023, a survey was conducted among students from a large technical university in Guangdong, China, adhering to principles of voluntary participation, confidentiality, and anonymity. The research team, in collaboration with the university’s research department, administered questionnaires to 420 students using the online platform “WJX.CN.” Questionnaires were completed and collected on-site. Following data cleaning procedures, 31 questionnaires were excluded due to incomplete responses, patterned answering, or evident issues in completion. This resulted in 389 valid questionnaires, yielding a response rate of 92.62%. The participants’ demographic characteristics are presented in Table 1.

Table 1.

Sample Distribution.

Characteristics	n	Percentage
Gender
Male	170	43.7
Female	219	56.3
Grades
Freshman	236	60.67
sophomore	153	39.33
Age	18 ± 1.2
BMI
Underweight	19	4.88
Regular	206	52.96
Overweight	75	19.28
Obesity	89	22.88

Measurement

Physical Activity Rating Scale, PARS-3

The scale utilized for assessing physical activity, captures an individual’s engagement over the past month, focusing on three key dimensions: physical activity intensity, duration of a single exercise session, and frequency of exercise per month. Each dimension is represented by a single question item, and participants respond on a five-point Likert scale. Higher scores on the scale signify higher levels of physical activity. The composite total physical activity score is calculated using the formula “intensity × (time-1) × frequency (Liang, 1994). In this study, the Cronbach’s alpha value for the scale was determined to be .718, indicating a satisfactory level of internal consistency and reliability. The scale provides a robust framework for gauging participants’ physical activity levels across multiple dimensions.

Subjective Well-Being Scale (SWB)

The Subjective Well-Being Scale comprises 20 items and employs a 5-point rating scale. Among these, questions 4, 5, 6, 9, 10, 11, 13, 15, 17, 18, and 20 are reverse-scored. A higher score on the scale corresponds to a higher level of individual well-being (Diener, 1984; Xing, 2003). The scale demonstrates robust internal consistency, as evidenced by a Cronbach’s alpha value of .877 in this study. This high alpha value indicates a strong level of reliability and supports the effectiveness of the Subjective Well-Being Scale in gauging the well-being levels of participants.

Basic Psychological Needs Scale (BPNS)

The Basic Psychological Needs Scale is composed of three scales encapsulating the need for competence, autonomy, and belonging, totaling 21 entries. Participants responded on a scale ranging from 1 (not at all) to 7 (very much). Within the scale, nine items were reverse-scored, with higher scores indicative of greater satisfaction with basic psychological needs (Deci & Ryan, 2000; Liu et al., 2013). In this study, the Cronbach’s alpha value for the Basic Psychological Needs Scale was calculated to be .923.

Self-Efficacy Scale (SES)

The Self-Efficacy Scale comprises a total of 10 assessment items, each rated on a four-point scale. Higher cumulative self-assessment scores on the scale correspond to greater self-efficacy (Schwarzer et al., 1997; J. X. Zhang & Schwarzer, 1995). In the context of this study, the Cronbach’s alpha value for the Self-Efficacy Scale was determined to be .945. This exceptionally high alpha value indicates a strong level of internal consistency, affirming the reliability of the scale in measuring participants’ self-efficacy.

Ethical Approval

The ethical aspects of this study received approval from the Scientific Research Ethics Committee of from a large technical university in Guangdong, China, the institution to which the researchers are affiliated. The study adhered rigorously to ethical values governing human research, aligning with the fundamental principles outlined in the Helsinki Declaration. These principles encompassed obtaining informed consent, safeguarding personal data, ensuring confidentiality, and adhering to pertinent regulations of educational administration. Prior to their involvement in the study, all participants were duly informed about the study’s principles, and written consent was obtained from each participant. This robust ethical framework ensures the integrity of the study and upholds the rights and well-being of the participants involved.

Statistical Analysis

Statistical analyses were performed using IBM SPSS Statistics version 24.0 for data entry, common method bias testing, data collation, and descriptive statistics. To investigate chained mediated effects, this study employed the PROCESS macro (version 3.3) developed by Hayes. A significance level of p < .05 (two-tailed) was considered statistically significant for all analyses. Pearson correlation coefficients were calculated to examine the preliminary associations among continuous variables, including physical activity, subjective well-being, basic psychological needs, and self-Efficacy. Regression analyses were conducted to investigate the interrelationships among variables and to quantify the magnitude of both direct and indirect effects. To estimate 95% confidence intervals for direct and indirect effects, we used a bootstrapping procedure with 5,000 resamples (Preacher & Hayes, 2008). Indirect effects were considered significant when the 95% confidence interval did not include zero.

Results

Common Method Bias Test

To assess potential common method bias, this study employed Harman single-factor test. The analysis revealed 14 factors with eigenvalues greater than one. The first factor accounted for 29.91% of the total variance, which is below the critical threshold of 40%. The results suggest that common method bias is not a substantial concern in the present study.

Descriptive Statistics and Correlations between Main Study Variables

The correlation analysis revealed significant associations among physical activity, subjective well-being, basic psychological needs, and self-efficacy in the college students sample (see Table 2). These preliminary findings provide valuable insights into the interrelationships among the variables, laying the groundwork for subsequent analyses in this study. The results highlight the interconnected nature of physical activity, subjective well-being, and the psychological constructs of basic needs and self-efficacy, warranting further investigation into these relationships.

Table 2.

Mean, Standard Deviation, Correlation Coefficient of Each Variable.

Variables	M ± SD	1	2	3	4
1. Physical activity	59.08 ± 40.43	—	.432***	.265***	.359***
2. Self-efficacy	76.29 ± 18.33	.432***	—	.379***	.422***
3. Basic psychological needs	79.51 ± 14.50	.265***	.379***	—	.541***
4. Self-efficacy	35.18 ± 5.83	.359***	.422***	.541***	—

Note. ***p < .001.

Physical Activity and Subjective Well-being: A Test of Chain-Mediated Effects

In line with hypotheses, this study conducted a chain mediation analysis using Model 6 of the PROCESS macro for SPSS. Physical activity was specified as the independent variable, subjective well-being as the dependent variable, and basic psychological needs and self-efficacy as mediator variables. Gender and age were include as covariates. This analysis aimed to examine the mediating roles of basic psychological needs and self-efficacy in the relationship between physical activity and subjective well-being among college students.

The regression analysis results, presented in Table 3, revealed that physical activity significantly and positively predicted college students’ subjective well-being (β = .44, p < .001). After incorporating basic psychological needs and self-efficacy into the model, physical activity maintained a significant positive association with subjective well-being (β = .3, p < .001). Furthermore, physical activity demonstrated significant positive associations with both basic psychological needs (β = .26, p < .001) and self-efficacy (β = .18, p < .001). Basic psychological needs positively predicted self-efficacy (β = .35, p < .001) and subjective well-being (β = .22, p <.001). Additionally, self-efficacy exhibited a significant positive associations with subjective well-being (β = .297, p < .001). These findings suggest a complex interplay among physical activity, basic psychological needs, self-efficacy, and subjective well-being in college students, providing empirical support for the hypothesized chain-mediated effects.

Table 3.

Regression analysis of chain-mediated models of Physical activity, Basic psychological needs, Self-efficacy, Subjective well-being among university students.

Independent variable	Subjective well-being			Basic psychological needs			Self-efficacy			Subjective well-being
Independent variable	B	se	t	β	se	t	β	se	t	β	se	t
Physical activity	.44	.04	5.42 ***	.25	.04	6.50 ***	.18	.03	6.76 ***	.3	.05	6.56 ***
Basic psychological needs							.35	.03	10.6 ***	.22	0.06	3.54 ***
Self-efficacy										0.297	0.09	3.51 ***
Genders	0.16	0.08	0.19	0.06	0.08	0.76	−0.05	0.05	−1.08	−0.001	0.08	−0.02
Grade	−0.2	0.37	−0.56	−0.04	0.08	−0.46	−0.004	0.05	−0.09	−0.23	0.08	2.86
R ²				0.099			0.37			0.31
F				14.12 ***			57.11 ***			33.72 ***

Note. ***p < 0.01.

To rigorously evaluate the statistical significance of the mediating effects, this study employed a bias-corrected bootstrapping procedure with 5,000 resamples to calculate 95% confidence intervals. The results of this analysis, presented in Table 4 and illuminated in Figure 2, provide insights into the various pathways and their respective contributions to the overall mediation effects.

① Total Effect: The total effect of physical activity on college students’ subjective well-being was 0.432, with a 95% confidence interval of [0.347, 0.518].

② Direct Effect: The direct effect of physical activity on college students’ subjective well-being was 0.3, accounting for 69.28% of the total effect, with a 95% confidence interval of [0.21, 0.389]. The direct effect was deemed statistically significant.

③ Total Indirect Effect: The total indirect effect of physical activity on college students’ subjective well-being was 0.133, constituting 30.72% of the total effect, with a 95% confidence interval of [0.081, 0.189]. The indirect effect was statistically significant.

④ Mediating Pathways: The indirect effect value of the pathway “physical exercise—basic psychological needs—subjective well-being” was 0.055, contributing to 12.7% of the total effect. The effect of the pathway “physical exercise—self-efficacy—subjective well-being” was 0.052, accounting for 12% of the total effect. The effect value of the pathway “physical exercise—basic psychological needs—self-efficacy—subjective well-being” was 0.026, constituting 6% of the total effect.

Table 4.

Mediation Effect Significance Test Bootstrap Analysis.

Paths	Efficiency value	SE	Bootstrap LLCL	Bootstrap ULCL	Effective quantity
Total effect	0.433	0.043	0.347	0.518
Direct effect	0.3	0.046	0.21	0.389	69.28%
Total indirect effect	0.133	0.028	0.081	0.189	30.72%
① Physical Activity → Basic Psychological Needs → Subjective Well-Being	0.055	0.019	0.022	0.096	12.7%
② Physical Activity → Self-Efficacy → Subjective Well-being	0.052	0.018	0.019	0.090	12%
③ Physical Activity → Basic Psychological Needs → Self-Efficacy → Subjective Well-being	0.026	0.001	0.009	0.047	6%

Figure 2.

Hypothesized chain intermediation.

The bootstrap analysis revealed that the 95% confidence intervals for the indirect effect of physical activity on college students’ subjective well-being through basic psychological needs satisfaction and self-efficacy did not include zero. These results indicate statistically significance mediating effects of basic psychological and self-efficacy in the relationship between physical activity and subjective well-being among college students.

Discussion

This study investigated the mechanisms underlying the influence of physical activity on subjective well-being among college students through a chain mediation model. The results revealed that physical activity significantly predicted college students’ subjective well-being through a process mediated by basic psychological needs and self-efficacy. Specifically physical activity, basic psychological needs, and self-efficacy were all found to have significant positive associations subjective well-being in the college students population.

The Positive Predictive Effect of Physical Activity on College Students’ Subjective Well-being

Our analysis revealed a significant direct positive association between physical activity and subjective well-being among on college students, supporting Hypothesis 1. This finding is consistent with previous research, reinforcing the growing consensus that physical activity is positively associated with enhanced subjective well-being in the college students population (Y. Lin et al., 2022).

The observed positive association between physical activity and subjective well-being can be attributed to several factors. First, physical activity may contribute to the enhancement of individuals’ social skills, facilitating social interactions that, in turn, promote emotional regulation and psychological well-being (Frey & Stutzer, 2010; Park et al., 2021). Additionally, our findings support previous research suggesting that physical activity plays a role in reducing and alleviating negative emotions (Jefferson et al., 1995). These results further reinforce the concept of physical activity as a promoter of positive psychological outcomes, particularly subjective well-being, among college students.

Furthermore, physical activity has been shown to promote the release of pleasurable neurotransmitters, such as endorphins and dopamine, which contributes to enhanced positive emotions. Concurrently, the peak experiences associated with physical activity may play a role in reducing negative emotions, including anxiety, depression, and stress. This dual mechanism of increasing positive emotions while decreasing negative ones may contribute to an overall improvement in individuals’ subjective well-being (Reed & Buck, 2009).

In conclusion, our findings highlight the complex relationship between physical activity and subjective well-being among college students. The results provide empirical support for the positive association between physical activity and various dimensions of subjective well-being, including emotional and psychological aspects. These findings contribute to the growing body of evidence suggesting that physical activity may play a significant role in promoting subjective well-being in the college student population.

The Mediating Role of Basic Psychological Needs

This study revealed that basic psychological needs satisfaction partially mediates the relationship between physical activity and the subjective well-being among college students, supporting Hypothesis 2. Specifically, physical activity was found to indirectly enhances subjective well-being through the fulfillment of basic psychological needs. This finding aligns with previous research demonstrating a significant positive association between physical activity and the basic psychological needs in college students (Vlachopoulos et al., 2013). These results contribute to a growing body of evidence suggesting that physical activity may play a role in satisfying the basic psychological needs of college students, which in turn may contribute to enhanced subjective well-being. This pathway provides insight into one potential mechanism through which physical activity might influence overall well-being in this population.

Drawing from the goal theory of subjective well-being, the satisfaction of basic psychological needs is hypothesized to increase positive affect levels, potentially leading to enhanced subjective well-being. This perspective aligns with Maslow’s Hierarchy of Needs theory, which suggests that engagement in physical activity may allow individuals to satisfy esteem needs, thereby contributing to increased subjective well-being (Keyes, 1998). Longitudinal studies have provided evidence supporting the positive association between meeting competence, relatedness, and autonomy needs on the subjective well-being of individuals engaged in physical activity (Sheldon & Krieger, 2007). Furthermore, physical activity has been proposed as an effective intervention for fulfilling competence needs by providing social experiences such as cooperation and feedback (Doré et al., 2020).

In addition to addressing competence needs, physical activity has been associated with fulfilling the need for belongingness, potentially strengthening individuals’ sense of community affiliation (Stathi et al., 2002). Moreover, it may empowers individuals to exert control over their environment, potentially satisfying the need for autonomy (Xu et al., 2021). Further research has suggested that the satisfaction of basic psychological needs may enhances internal motivation in college students and facilitates the internalization of external motivation, potentially contributing to subjective well-being (Behzadnia & FatahModares, 2020; Li et al., 2014; Ng et al., 2014). These findings collectively underscore the potential importance of basic psychological needs satisfaction as a mediating mechanism in the relationship between physical activity and college students’ subjective well-being.

The Mediating Role of Self-Efficacy

This study revealed that self-efficacy partially mediates the relationship between physical activity and subjective well-being among college students, supporting Hypothesis 3. Specifically, physical activity was found to be positively associated with increased which in turn was associated with enhanced subjective well-being. These findings are consistent with previous research (McAuley et al., 1995; Priesack & Alcock, 2015; Rejeski et al., 2001; Souza et al., 2014; K. Wang et al., 2022), suggesting that self-efficacy may play a key role in the pathway through which physical activity is associated with improved subjective well-being in college students.

Self-efficacy, defined as an individual’s subjective judgment of their ability to successfully execute a specific behavior, has been associated with regular engagement in physical activity (McAuley et al., 2006; White et al., 2009). Research suggests that Physical activity may contribute to improved physical functioning, potentially fostering a sense of control over one’s life (Netz et al., 2005). Furthermore, the regular experiences of accomplishment associated with physical activity may enhance an individual’s self-efficacy, as increased opportunities for success reinforce their beliefs in their capabilities (Fox, 1999).

The study also observed variations in self-efficacy among college students engaging in different levels of physical activity, with self-efficacy levels positively associated with the duration and intensity of physical activity (Sheng et al., 2016). Moreover, individuals with higher self-efficacy have been found to report higher levels of subjective well-being (Wiesmann & Hannich, 2014). This association may be attributed to their tendency to employ positive reframing strategies and adaptive behavioral dispositions in response to stress, while reducing self-blame and behavioral disengagement (Chudzicka-Czupała & Zalewska-Łunkiewicz, 2020). Additionally, high self-efficacy has been suggested to functions as a regulator of negative emotions, potentially reducing stress perception and further contributing to enhancing subjective well-being (Hajek & König, 2019; Lovell et al., 2016).

In summary, this study highlights the potential role of self-efficacy as a mediating factor in the relationship between physical activity and subjective well-being among college students. Our findings suggest that regular physical activity may be associated with multiple benefits, including enhanced self-efficacy, which in turn may contribute to improved subjective well-being. These results contribute to our understanding of the complex mechanisms through which physical activity might influence psychological well-being in the college student population.

Chain Mediation of Basic Psychological Needs and Self-Efficacy

The chain mediation analysis revealed that basic psychological needs and self-efficacy not only exert individual mediating effects but also demonstrate a significant chain mediating role in the relationship between physical activity and subjective well-being among college students. These findings supports research Hypothesis 4.

Empirical studies have substantiate that physical activity may contribute to meeting individuals’ basic psychological needs for competence, relevance, and autonomy (Behzadnia & FatahModares, 2020; Schwarzer & Warner, 2012). Furthermore, research has indicated a positive association between the satisfaction of basic psychological needs and self-efficacy (Eghdami & Yousefi, 2018; Schwarzer et al., 1997), with recent studies supporting the consistency of this relationship (Mercader-Rubio et al., 2023). In the context of college students, those reporting higher levels of basic psychological needs satisfaction tend to exhibit higher self-efficacy, while those reporting lower satisfaction of these needs tend to demonstrate lower self-efficacy (Keyes, 1998; Rejeski et al., 2001; Y-L. Wang & Tsai, 2020). Additionally, higher levels of self-efficacy have been associated with enhanced subjective well-being experiences (Souza et al., 2014).

Our findings suggest that physical activity may play a multifaceted role in influencing subjective well-being among college students. The results indicate that physical activity may not only have a direct association with subjective well-being but also operate through a chain mediating pathway. Specifically, engagement in physical activity appears to be associated with the satisfaction of basic psychological needs, which in turn is linked to enhanced self-efficacy self-efficacy. This increased self-efficacy is then associated with higher levels of subjective well-being. This chain mediation model highlights the potential interplay between basic psychological needs satisfaction and self-efficacy as key mechanisms through which physical activity may influence subjective well-being in the college student population. These findings contribute to our understanding of the complex processes underlying the relationship between physical activity and psychological well-being in this demographic.

Future research may benefit from further exploration of these interrelated factors and their roles in promoting well-being through physical activity interventions. Additionally, longitudinal studies could help elucidate the temporal dynamics of these relationships and provide stronger evidence for potential causal pathways.

Limitations of the Study

At this point, we must recognize that there are limitations to the study. First, all data were measured by self-report and the test results are inevitably biased. Future work should design multiple tests to ensure objectivity in data sources. Second, because we used a cross-sectional design, we were unable to test causal hypotheses. Future work should include longitudinal experimental or intervention research methods to determine the causal nature of these relationships. Finally, other mechanisms should be examined to clarify the relationship between physical activity and subjective well-being.

Conclusions

Our study reveals a complex interplay among physical exercise, basic psychological needs, self-efficacy, and subjective well-being in college students: Physical activity, basic psychological needs, and self-efficacy was found to be positively associated with college students’ subjective well-being. Engagement in physical activity was positively associated with basic psychological needs, self-efficacy, and subjective well-being among college students. Basic psychological needs satisfaction demonstrated a positive association with both self-efficacy and subjective well-being in college students population. Self-efficacy showed a positive association with subjective well-being among college students. Basic psychological needs and self-efficacy not only exert individual mediating effects but also demonstrate a significant chain mediating role in the relationship between physical activity and subjective well-being among college students.

In conclusion, this study provides insights into the complex relationships among physical activity, basic psychological needs satisfaction, self-efficacy, and subjective well-being in college students. The results highlight the potential importance of physical activity in promoting subjective well-being. This comprehensive understanding of the relationships among these factors may inform the development of more effective strategies aimed at enhancing college students’ well-being. Future interventions could potentially benefit from incorporating elements that address physical activity, basic psychological needs satisfaction, and self-efficacy enhancement. However, it is important to note that while our study reveals associations among these variables, causal relationships cannot be inferred from these cross-sectional data. Future research, particularly longitudinal studies, could further explore the temporal dynamics of these relationships and provide stronger evidence for potential causal pathways. Additionally, investigating how these factors interact in different cultural contexts or among diverse student populations could provide valuable insights for developing targeted well-being interventions. Such research could contribute to a more nuanced understanding of how to effectively promote subjective well-being among college students across various settings and demographics.

Supplemental Material

sj-docx-1-sgo-10.1177_21582440251365997 – Supplemental material for Physical Activity and College Students’ Subjective Well-being: The Mediating Roles of Basic Psychological Needs and Self-Efficacy

Supplemental material, sj-docx-1-sgo-10.1177_21582440251365997 for Physical Activity and College Students’ Subjective Well-being: The Mediating Roles of Basic Psychological Needs and Self-Efficacy by Zhou Nairun, Yue Yanli and Li Jiajing in SAGE Open

Footnotes

Acknowledgements

We would like to express our sincere gratitude to Prof. Huang and Prof. Zou for their invaluable guidance and support throughout the development of this thesis. Their expertise and insights have significantly contributed to the quality of this research.

Author Note

A preprint has previously been published [Nairun zhou.2024.]

ORCID iD

Zhou Nairun

Ethical Considerations

The ethical aspects of this study received approval from the Scientific Research Ethics Committee of Guangzhou City University of Technology (No. 2023-03-25, approved on 25 April 2023), the institution to which the researchers are affiliated. The study adhered rigorously to ethical values governing human research, aligning with the fundamental principles outlined in the Helsinki Declaration. These principles encompassed obtaining informed consent, safeguarding personal data, ensuring confidentiality, and adhering to pertinent regulations of educational administration.

Consent to Participate

The study was conducted in accordance with the Declaration of Helsinki and approved by the Medical Ethics Committee at Guangzhou City University of Technology (No. 2023-03-25, approved on 25 April 2023).

Consent for Publication

Prior to their involvement in the study, all participants were duly informed about the study’s principles, and written consent was obtained from each participant. This robust ethical framework ensures the integrity of the study and upholds the rights and well-being of the participants involved.

Author Contributions

This manuscript was designed, written, and proofread by Zhou Nairun; designed and involved in data analysis by Yue Yanli; and conducted data surveys by Li Jiajing.

Funding

The authors received no financial support for the research, authorship, and/or publication of this article.

Declaration of Conflicting Interests

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Data Availability Statement

The raw data and figure supporting the conclusions of this article will be made available by the authors, without undue reservation. The author can be contacted if needed.

Supplemental Material

Supplemental material for this article is available online.

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