The Impact of Physical Exercise on Learning Engagement among Vocational College Students: The Mediating Role of Academic Self-Efficacy and the Moderating Role of Psychological Resilience
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Abstract
This study aimed to (1) investigate the impact of physical exercise on learning engagement among vocational college students; (2) examine the mediating role of academic self-efficacy in this relationship; and (3) explore the moderating role of psychological resilience in strengthening the link between self-efficacy and engagement. The sample consisted of 872 vocational college students from four institutions in eastern China. They were selected through a cross-sectional survey design. The instruments for data collection included the Physical Activity Rating Scale (measuring exercise levels) and standardized questionnaires for academic self-efficacy, psychological resilience, and learning engagement. Data were analyzed using structural equation modeling (SEM) and moderated mediation analysis (PROCESS Macro, Model 14) in SPSS. The research results were as follows:
Physical exercise was significantly and positively correlated with learning engagement (β = 0.32, p < .001), indicating that students who engaged in more physical activity reported higher levels of academic engagement. Academic self-efficacy partially mediated the relationship between physical exercise and learning engagement, accounting for 47% of the total effect. This suggests that exercise enhances engagement partly by boosting students’ confidence in their academic abilities. Psychological resilience moderated the mediating pathway, with the effect of self-efficacy on engagement being stronger among students with higher resilience. The model demonstrated excellent fit (CFI = 0.96, RMSEA = 0.042), supporting the proposed framework. These findings emphasize the importance of integrating physical activity and resilience-building programs into educational strategies to enhance student motivation and persistence.
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