The influence of perceived need support in physical education on adolescents' extracurricular physical activity: a cross- contextual perspective based on self-determination theory and prospect theory.
4 affiliations
- 1School of General Education, Ningxia Vocational and Technical University, Yinchuan, China.
- 2School of General Education, Chongqing Jianzhu College, Chongqing, China.
- 3School of Marxism, Central University of Finance and Economics, Beijing, China.
- 4School of Marxism, Xizang University, Lhasa, China.
Abstract
Objective
In research on adolescent physical activity, understanding how positive psychological experiences in physical education classes can be transformed into sustained participation in extracurricular physical activity has become a critical issue for bridging classroom instruction and out-of-class physical activity. Drawing on self-determination theory, the trans-contextual model, and prospect theory, the present study examines the mechanisms through which adolescents' perceived need support in physical education classes influences their sustained participation in extracurricular physical activity.Methods
A two-wave longitudinal design was adopted, and data were collected from 597 Chinese secondary school students. Mediation effects were estimated using the product-of-coefficients approach combined with the bias-corrected Monte Carlo bootstrapping method.Results
The mediating effect through perceived benefits of sports participation was significant (p < 0.001). The mediating effect through loss aversion was also significant (p < 0.001).Conclusion
Adolescents' perceived need support in physical education classes can promote their sustained participation in extracurricular physical activity through the sequential effects of intrinsic motivation in physical education (IMPE) and intrinsic motivation in extracurricular physical activity (IMECPA), as well as through the perceived benefits of sports participation and loss aversion elicited by extracurricular physical activity.
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BibTeX
@article{bai2026influence,
title = {{The influence of perceived need support in physical education on adolescents' extracurricular physical activity: a cross- contextual perspective based on self-determination theory and prospect theory.}},
author = {Jing Bai and Linlin Li and Zheyu Zhang},
journal = {Frontiers in psychology},
year = {2026},
month = oct,
doi = {10.3389/fpsyg.2026.1888982},
url = {https://europepmc.org/article/MED/42922801},
note = {CC BY},
}
RIS
TY - JOUR
TI - The influence of perceived need support in physical education on adolescents' extracurricular physical activity: a cross- contextual perspective based on self-determination theory and prospect theory.
AU - Jing Bai
AU - Linlin Li
AU - Zheyu Zhang
PY - 2026
DA - 2026/10/08
JO - Frontiers in psychology
DO - 10.3389/fpsyg.2026.1888982
UR - https://europepmc.org/article/MED/42922801
AB - Objective In research on adolescent physical activity, understanding how positive psychological experiences in physical education classes can be transformed into sustained participation in extracurricular physical activity has become a critical issue for bridging classroom instruction and out-of-class physical activity. Drawing on self-determination theory, the trans-contextual model, and prospect theory, the present study examines the mechanisms through which adolescents' perceived need support in physical education classes influences their sustained participation in extracurricular physical activity.Methods A two-wave longitudinal design was adopted, and data were collected from 597 Chinese secondary school students. Mediation effects were estimated using the product-of-coefficients approach combined with the bias-corrected Monte Carlo bootstrapping method.Results The mediating effect through perceived benefits of sports participation was significant (p < 0.001). The mediating effect through loss aversion was also significant (p < 0.001).Conclusion Adolescents' perceived need support in physical education classes can promote their sustained participation in extracurricular physical activity through the sequential effects of intrinsic motivation in physical education (IMPE) and intrinsic motivation in extracurricular physical activity (IMECPA), as well as through the perceived benefits of sports participation and loss aversion elicited by extracurricular physical activity.
SN - 1664-1078
ER -