Autonomous Physical Learning

This study examines the role of social support in promoting adolescents' autonomous physical learning behavior, considering the mediating effects of self-efficacy and exercise motivation. As part of the ongoing "Double Reduction" policy and the "Healthy China" strategy, improving adolescents' physical fitness and sports literacy has become a central focus of national education reform. Autonomous physical learning is crucial for promoting both physical and mental health, and fostering lifelong engagement in physical activity. However, existing research has typically focused on average relationships between variables, neglecting the psychological pathways and individual differences that underpin autonomous physical learning.This study uses Social Cognitive Theory and Self-Determination Theory to develop a chain mediation model, exploring how social support influences autonomous physical learning behavior through self-efficacy and exercise motivation. Latent Profile Analysis (LPA) was employed to identify different latent types of students' autonomous physical learning behaviors, and Multi-group Structural Equation Modeling (SEM) was used to analyze differences in psychological pathways across these types. The study surveyed 2,359 students from three middle schools in Shandong Province, collecting data for structural and latent class modeling analysis.The findings reveal that social support positively predicts autonomous physical learning behavior, with self-efficacy and exercise motivation serving as partial and chain mediators. Four distinct latent behavior types were identified: "Highly Engaged," "Positively Regulated," "Selectively Participative," and "Passively Participative." These groups exhibited significant differences in their psychological pathways, with the "Highly Engaged" group relying more on intrinsic motivation, while the "Passively Participative" group was more responsive to external activation.This research advances the understanding of autonomous physical learning by incorporating multiple pathway models and considering individual differences. It provides valuable insights for designing more targeted interventions in school physical education, offering a multidimensional theoretical framework for further studies on adolescent physical behavior.