The relationship between outdoor sports atmosphere and study engagement among college students: the serial mediation of core self-evaluation and social-emotional competence
- 1Chongqing College of International Business and Economics
- 2School of Physical Education and Health Sciences, Chongqing Normal University
Abstract
Objective: This study aims to explore the relationship between the outdoor sports atmosphere and study engagement among college students; examine the mediating and serial mediation effects of core self-evaluation and social–emotional competence on this relationship; and provide empirical evidence on how outdoor sports settings are associated with study engagement among college students.
Methods: Using convenience sampling, 1,218 college students in Chongqing were selected as survey participants. They were administered the Outdoor Sports Atmosphere Scale, the Core Self-Evaluations Scale, the Social–Emotional Competence Scale, and the Utrecht Work Engagement Scale-Student. A structural equation model was constructed using AMOS 26.0, and the mediation effects were tested using the bias-corrected Bootstrap method (with 5,000 repeated samples).
Results: The atmosphere of outdoor sports among college students was significantly and positively associated with study engagement (β = 0.223, p < 0.001). Core self-evaluation and social–emotional competence partially mediate this relationship, with a total indirect effect of 0.266, accounting for 54.40% of the total effect. All three mediating paths were significant: the indirect effect via core self-evaluation was 0.117, the indirect effect via social–emotional competence was 0.095, and the serial indirect effect via both was 0.054 (none of the 95% CIs included 0).
Conclusion: The outdoor sports atmosphere on college campuses was not only directly and positively associated with study engagement but also indirectly associated with study engagement through three pathways: the mediating roles of core self-evaluation and social–emotional competence, and their serial mediation. Because the study was cross-sectional and study engagement was self-reported, the temporal or causal ordering of these associations cannot be established. These findings provide preliminary insights for future research on campus outdoor sports environments.
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BibTeX
@article{cui2026relationship,
title = {{The relationship between outdoor sports atmosphere and study engagement among college students: the serial mediation of core self-evaluation and social-emotional competence}},
author = {Junhong Cui and Namei Song and Jie Ren},
journal = {Frontiers in Public Health},
year = {2026},
month = oct,
doi = {10.3389/fpubh.2026.1965935},
url = {https://www.frontiersin.org/articles/10.3389/fpubh.2026.1965935/full},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - The relationship between outdoor sports atmosphere and study engagement among college students: the serial mediation of core self-evaluation and social-emotional competence
AU - Junhong Cui
AU - Namei Song
AU - Jie Ren
PY - 2026
DA - 2026/10/23
JO - Frontiers in Public Health
DO - 10.3389/fpubh.2026.1965935
UR - https://www.frontiersin.org/articles/10.3389/fpubh.2026.1965935/full
AB - Objective: This study aims to explore the relationship between the outdoor sports atmosphere and study engagement among college students; examine the mediating and serial mediation effects of core self-evaluation and social–emotional competence on this relationship; and provide empirical evidence on how outdoor sports settings are associated with study engagement among college students. Methods: Using convenience sampling, 1,218 college students in Chongqing were selected as survey participants. They were administered the Outdoor Sports Atmosphere Scale, the Core Self-Evaluations Scale, the Social–Emotional Competence Scale, and the Utrecht Work Engagement Scale-Student. A structural equation model was constructed using AMOS 26.0, and the mediation effects were tested using the bias-corrected Bootstrap method (with 5,000 repeated samples). Results: The atmosphere of outdoor sports among college students was significantly and positively associated with study engagement (β = 0.223, p < 0.001). Core self-evaluation and social–emotional competence partially mediate this relationship, with a total indirect effect of 0.266, accounting for 54.40% of the total effect. All three mediating paths were significant: the indirect effect via core self-evaluation was 0.117, the indirect effect via social–emotional competence was 0.095, and the serial indirect effect via both was 0.054 (none of the 95% CIs included 0). Conclusion: The outdoor sports atmosphere on college campuses was not only directly and positively associated with study engagement but also indirectly associated with study engagement through three pathways: the mediating roles of core self-evaluation and social–emotional competence, and their serial mediation. Because the study was cross-sectional and study engagement was self-reported, the temporal or causal ordering of these associations cannot be established. These findings provide preliminary insights for future research on campus outdoor sports environments.
SN - 2296-2565
ER -