[3b101-40] 体育心理学（奇数演題）／ポスター発表

[03心-ポ-01] Examining the Relationship among Students' Perceived Constraints Support, Efficacy Beliefs, and Physical Activity IntentionStudents' Perceived Constraints Support, Efficacy Beliefs, and Physical Activity Intention

*Hsu Weiting¹ (1. National Dong Hwa University)

Purpose: This study examined the relationship between students’ perceived constraints support in physical education and their intention to engage in physical activity, utilizing the constraints-led approach and social cognitive theory. The mediating role of tripartite efficacy beliefs (i.e., self-efficacy, other-efficacy, and relation-inferred self-efficacy) was examined. Methods: A total of 325 high school students participated in the study. Structural equation modeling and bootstrapping analyses were employed to analyze the data. Results: The structural equation modeling indicated that perceived constraints support directly influenced physical activity intention, both directly and indirectly through efficacy beliefs. Among the efficacy beliefs, self-efficacy emerged as the most significant predictor of physical activity intention. Conclusions: The findings emphasize the value of constraints-led approached teaching strategies that aim to boost self-efficacy, foster peer trust, and enhance perceived teacher support to effectively motivate students toward physical activity. By linking perceived constraints support to physical activity intention through efficacy beliefs, this study extends the application of constraints-led approach beyond motor skill development to include psychosocial outcomes. Future research should investigate additional psychological factors and adopt longitudinal designs to examine sustained engagement in physical activity over time.