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<p>Despite the well-documented benefits of regular exercise, low persistence in exercise among college students remains a significant public health concern. Existing research predominantly examines the impact of individual factors on exercise persistence, often overlooking the systematic transformation from initial experiences to sustained behaviors. To address this gap, the present study employed the SCeiP behavior development framework to systematically explore the psychological mechanisms underlying exercise persistence in college students. A cross-sectional design was utilized, involving a survey of 684 college students from three universities, with the Bootstrap method of structural equation modeling applied for analysis. The findings indicated that both subjective exercise experience (β = 0.171, <i>P</i> &lt; 0.001) and external support (β = 0.213, <i>P</i> &lt; 0.001) significantly predicted exercise persistence. Two mediation pathways were identified as significant: the effect size for the pathway “subjective experience → perceived usefulness → behavior control → exercise persistence” was 0.006, 95% CI [0.001, 0.015], representing 3.3% of the total effect; the effect size for the pathway “social support → perceived usefulness → behavior control → exercise persistence” was 0.009, 95% CI [0.001, 0.024], accounting for 4.0% of the total effect. The model demonstrated good fit (χ²/df = 1.23, CFI = 0.91, RMSEA = 0.07). The results indicated that the SCeiP framework was applicable, demonstrating that both internal emotional experiences and external social support are essential for influencing exercise persistence through the “cognition - control” pathway. This finding underscores the intervention value of the “stimulus → cognition → control → behavior” sequence. It suggests that college physical education programs should not only foster a sports-oriented atmosphere but also enhance students’ awareness of the value of exercise and their self-regulation abilities to improve exercise persistence among college students.</p>

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Subjective experience and social support predict exercise persistence in university students via perceived usefulness and behavioral control

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年8月4日

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  • Guoqiang Song,
  • Xingyu Yi,
  • Tao Li,
  • Deng Lin

摘要

Despite the well-documented benefits of regular exercise, low persistence in exercise among college students remains a significant public health concern. Existing research predominantly examines the impact of individual factors on exercise persistence, often overlooking the systematic transformation from initial experiences to sustained behaviors. To address this gap, the present study employed the SCeiP behavior development framework to systematically explore the psychological mechanisms underlying exercise persistence in college students. A cross-sectional design was utilized, involving a survey of 684 college students from three universities, with the Bootstrap method of structural equation modeling applied for analysis. The findings indicated that both subjective exercise experience (β = 0.171, P < 0.001) and external support (β = 0.213, P < 0.001) significantly predicted exercise persistence. Two mediation pathways were identified as significant: the effect size for the pathway “subjective experience → perceived usefulness → behavior control → exercise persistence” was 0.006, 95% CI [0.001, 0.015], representing 3.3% of the total effect; the effect size for the pathway “social support → perceived usefulness → behavior control → exercise persistence” was 0.009, 95% CI [0.001, 0.024], accounting for 4.0% of the total effect. The model demonstrated good fit (χ²/df = 1.23, CFI = 0.91, RMSEA = 0.07). The results indicated that the SCeiP framework was applicable, demonstrating that both internal emotional experiences and external social support are essential for influencing exercise persistence through the “cognition - control” pathway. This finding underscores the intervention value of the “stimulus → cognition → control → behavior” sequence. It suggests that college physical education programs should not only foster a sports-oriented atmosphere but also enhance students’ awareness of the value of exercise and their self-regulation abilities to improve exercise persistence among college students.