The Relationships between University Students’ Physical Activity Needs, Involvement, Flow Experience and Sustainable Well-Being in the Post-Pandemic Era
Abstract
:1. Introduction
2. Theoretical Basis and Research Assumptions
2.1. Research Model
2.2. Research Hypotheses
2.2.1. Physical Activity Needs and Involvement
2.2.2. Physical Activity Needs and Sustainable Well-Being
2.2.3. Physical Activity Needs and Flow Experience
2.2.4. Physical Activity Involvement and Flow Experience
2.2.5. Physical Activity Involvement and Sustainable Well-Being
2.2.6. Physical Activity Flow Experience and Sustainable Well-Being
3. Materials and Methods
3.1. Participants
3.2. Measurement
3.2.1. Physical Activity Needs
3.2.2. Involvement
3.2.3. Flow Experience
3.2.4. Sustainable Well-Being
3.3. Research Procedure
3.4. Data Analysis
4. Results
4.1. Confirmatory Factor Analysis (CFA)
4.2. Reliability and Validity Analysis
4.3. Model Fit Analysis
4.4. Path Analysis
4.5. Indirect Effect Analysis
5. Discussion and Conclusions
5.1. Discussion
5.1.1. Leisure Physical Activity Needs and Involvement Level
5.1.2. Physical Activity Needs and Sustainable Well-Being
5.1.3. Physical Activity Needs and Flow Experience
5.1.4. Physical Activity Involvement and Flow Experience
5.1.5. Level of Involvement and Sustainable Well-Being
5.1.6. Flow Experience and Sustainable Well-Being
5.2. Conclusions
5.3. Contributions
5.4. Recommendations
5.5. Limitations and Future Study
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
- Baena-Morales, S.; Jerez-Mayorga, D.; Delgado-Floody, P.; Martínez-Martínez, J. Sustainable development goals and physical education. A proposal for practice-based models. Int. J. Environ. Res. Public Health 2021, 18, 2129. [Google Scholar] [CrossRef] [PubMed]
- Lu, L.; Lin, Y. Academic achievement and self-concept: Chinese and Japanese adolescents. Fu Jen Stud. Sci. Eng. 2003, 37, 43–62. [Google Scholar]
- Huang, L.; Zhang, T. Perceived social support, psychological capital, and subjective well-being among college students in the context of online learning during the COVID-19 pandemic. Asia-Pac. Educ. Res. 2022, 31, 563–574. [Google Scholar] [CrossRef]
- Prasetyanto, D.; Rizki, M.; Sunitiyoso, Y. Online learning participation intention after COVID-19 pandemic in Indonesia: Do students still make trips for online class? Sustainability 2022, 14, 1982. [Google Scholar] [CrossRef]
- Wei, C.; Ma, Y.; Ye, J.H.; Nong, L. First-Year college students’ mental health in the post-COVID-19 Era in Guangxi, China: A study Demands-Resources model perspective. Front. Public Health 2022, 10, 906788. [Google Scholar] [CrossRef]
- Grubic, N.; Badovinac, S.; Johri, A.M. Student mental health in the midst of the COVID-19 pandemic: A call for further research and immediate solutions. Int. J. Soc. Psychiatry 2020, 66, 517–518. [Google Scholar] [CrossRef]
- Spatafora, F.; Matos Fialho, P.M.; Busse, H.; Helmer, S.M.; Zeeb, H.; Stock, C.; Pischke, C.R. Fear of infection and depressive symptoms among German university students during the COVID-19 pandemic: Results of COVID-19 international student well-being study. Int. J. Environ. Res. Public Health 2022, 19, 1659. [Google Scholar] [CrossRef]
- Salvo, D.; Garcia, L.; Reis, R.S.; Stankov, I.; Goel, R.; Schipperijn, J.; Pratt, M. Physical activity promotion and the United Nations Sustainable Development Goals: Building synergies to maximize impact. J. Phys. Act. Health 2021, 18, 1163–1180. [Google Scholar] [CrossRef]
- Tang, S.; Chen, H.; Wang, L.; Lu, T.; Yan, J. The relationship between physical exercise and negative emotions in college students in the Post-Epidemic Era: The mediating role of emotion regulation self-efficacy. Int. J. Environ. Res. Public Health 2022, 19, 12166. [Google Scholar] [CrossRef]
- Vogel, E.A.; Zhang, J.S.; Peng, K.; Heaney, C.A.; Lu, Y.; Lounsbury, D.; Prochaska, J.J. Physical activity and stress management during COVID-19: A longitudinal survey study. Psychol. Health 2022, 37, 51–61. [Google Scholar] [CrossRef]
- Suzuki, Y.; Maeda, N.; Hirado, D.; Shirakawa, T.; Urabe, Y. Physical activity changes and its risk factors among community-dwelling japanese older adults during the COVID-19 epidemic: Associations with subjective well-being and health-related quality of life. Int. J. Environ. Res. Public Health 2020, 17, 6591. [Google Scholar] [CrossRef] [PubMed]
- Antunes, R.; Frontini, R.; Amaro, N.; Salvador, R.; Matos, R.; Morouço, P.; Rebelo-Gonçalves, R. Exploring lifestyle habits, physical activity, anxiety and basic psychological needs in a sample of Portuguese adults during COVID-19. Int. J. Environ. Res. Public Health 2020, 17, 4360. [Google Scholar] [CrossRef] [PubMed]
- Pietsch, S.; Linder, S.; Jansen, P. Well-being and its relationship with sports and physical activity of students during the coronavirus pandemic. Ger. J. Exerc. Sport Res. 2022, 52, 50–57. [Google Scholar] [CrossRef]
- Shang, Y.; Xie, H.D.; Yang, S.Y. The relationship between physical exercise and subjective well-being in college students: The mediating effect of body image and self-esteem. Front. Psychol. 2021, 12, 658935. [Google Scholar] [CrossRef]
- Deci, E.L.; Ryan, R.M. The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychol. Inq. 2000, 11, 227–268. [Google Scholar] [CrossRef]
- White, R.L.; Bennie, A.; Vasconcellos, D.; Cinelli, R.; Hilland, T.; Owen, K.B.; Lonsdale, C. Self-determination theory in physical education: A systematic review of qualitative studies. Teach. Teach. Educ. 2021, 99, 103247. [Google Scholar] [CrossRef]
- Nong, L.; Wu, Y.F.; Ye, J.H.; Liao, C.; Wei, C. The effect of leisure engagement on preschool teachers’ job stress and sustainable well-being. Front. Psychol. 2022, 13, 912275. [Google Scholar] [CrossRef]
- Snedden, T.R.; Scerpella, J.; Kliethermes, S.A.; Norman, R.S.; Blyholder, L.; Sanfilippo, J.; Heiderscheit, B. Sport and physical activity level impacts health-related quality of life among collegiate students. Am. J. Health Promot. 2019, 33, 675–682. [Google Scholar] [CrossRef] [PubMed]
- Leo, F.M.; Mouratidis, A.; Pulido, J.J.; López-Gajardo, M.A.; Sánchez-Oliva, D. Perceived teachers’ behavior and students’ engagement in physical education: The mediating role of basic psychological needs and self-determined motivation. Phys. Educ. Sport Pedagog. 2022, 27, 59–76. [Google Scholar] [CrossRef]
- Zhang, Z.; He, Z.; Chen, W. The relationship between physical activity intensity and subjective well-being in college students. J. Am. Coll. Health 2022, 70, 1241–1246. [Google Scholar] [CrossRef]
- Alderfer, C.P. An empirical test of a new theory of human needs. Organ. Behav. Hum. Perform. 1969, 4, 142–175. [Google Scholar] [CrossRef]
- Tse, D.C.; Nakamura, J.; Csikszentmihalyi, M. Living well by “flowing’well: The indirect effect of autotelic personality on well-being through flow experience. J. Posit. Psychol. 2021, 16, 310–321. [Google Scholar] [CrossRef]
- Ross, J.; MacIntyre, P.D. Differentiating flow experiences in physical versus mental activities: A sequential explanatory study. J. Clin. Sport Psychol. 2020, 14, 20–40. [Google Scholar] [CrossRef]
- Vyas, M. Experience of flow in games and using it to improve well-being: A critical review. Indian J. Health Wellbeing 2021, 12, 1404–1418. [Google Scholar] [CrossRef]
- Matsumoto, H.; Takenaka, K. Relationship between basic psychological needs and exercise motivation in Japanese adults: An application of Self-Determination theory. Jpn. Psychol. Res. 2022, 64, 385–396. [Google Scholar] [CrossRef]
- Tavakol, Z.; Ghannadi, S.; Tabesh, M.R.; Halabchi, F.; Noormohammadpour, P.; Akbarpour, S.; Reyhan, S.K. Relationship between physical activity, healthy lifestyle and COVID-19 disease severity: A cross-sectional study. J. Public Health 2021, 31, 267–275. [Google Scholar] [CrossRef]
- Hartikainen, J.; Poikkeus, A.M.; Haapala, E.A.; Sääkslahti, A.; Finni, T. Associations of classroom design and Classroom-Based physical activity with behavioral and emotional engagement among primary school students. Sustainability 2021, 13, 8116. [Google Scholar] [CrossRef]
- Wang, K.; Qian, J.; Yang, J.; Ge, T.; Li, Z. The mediating roles of demand and satisfaction in formation process of physical exercise habits among college students. Sci. Rep. 2022, 12, 1563. [Google Scholar] [CrossRef]
- Kalajas-Tilga, H.; Koka, A.; Hein, V.; Tilga, H.; Raudsepp, L. Motivational processes in physical education and objectively measured physical activity among adolescents. J. Sport Health Sci. 2020, 9, 462–471. [Google Scholar] [CrossRef] [PubMed]
- Fancourt, D.; Aughterson, H.; Finn, S.; Walker, E.; Steptoe, A. How leisure activities affect health: A narrative review and Multi-level theoretical framework of mechanisms of action. Lancet Psychiatry 2021, 8, 329–339. [Google Scholar] [CrossRef]
- Mackenzie, S.H.; Son, J.S.; Eitel, K. Using outdoor adventure to enhance intrinsic motivation and engagement in science and physical activity: An exploratory study. J. Outdoor Recreat. Tour. 2018, 21, 76–86. [Google Scholar] [CrossRef]
- López-Valenciano, A.; Suárez-Iglesias, D.; Sanchez-Lastra, M.A.; Ayán, C. Impact of COVID-19 pandemic on university students’ physical activity levels: An early systematic review. Front. Psychol. 2021, 11, 3787. [Google Scholar] [CrossRef]
- Sweileh, W.M. Bibliometric analysis of scientific publications on “sustainable development goals” with emphasis on “good health and well-being” goal (2015–2019). Glob. Health 2020, 16, 68. [Google Scholar] [CrossRef]
- Chen, R.; Wang, L.; Wang, B.; Zhou, Y. Motivational climate, need satisfaction, self-determined motivation, and physical activity of students in secondary school physical education in China. BMC Public Health 2020, 20, 1687. [Google Scholar] [CrossRef] [PubMed]
- Di Battista, R.; Robazza, C.; Ruiz, M.C.; Bertollo, M.; Vitali, F.; Bortoli, L. Student intention to engage in leisure-time physical activity: The interplay of task-involving climate, competence need satisfaction and psychobiosocial states in physical education. Eur. Phys. Educ. Rev. 2019, 25, 761–777. [Google Scholar] [CrossRef]
- Castañeda-Babarro, A.; Arbillaga-Etxarri, A.; Gutiérrez-Santamaría, B.; Coca, A. Physical activity change during COVID-19 confinement. Int. J. Environ. Res. Public Health 2020, 17, 6878. [Google Scholar] [CrossRef] [PubMed]
- Wright, L.J.; Williams, S.E.; Veldhuijzen van Zanten, J.J. Physical activity protects against the negative impact of coronavirus fear on adolescent mental health and well-being during the COVID-19 pandemic. Front. Psychol. 2021, 12, 580511. [Google Scholar] [CrossRef]
- De Abreu, J.M.; de Souza, R.A.; Viana-Meireles, L.G.; Landeira-Fernandez, J.; Filgueiras, A. Effects of physical activity and exercise on well-being in the context of the Covid-19 pandemic. PLoS ONE 2022, 17, e0260465. [Google Scholar] [CrossRef] [PubMed]
- Wu, C.H.J.; Liang, R.D. The relationship between white-water rafting experience formation and customer reaction: A flow theory perspective. Tour. Manag. 2011, 32, 317–325. [Google Scholar] [CrossRef]
- Di Corrado, D.; Magnano, P.; Muzii, B.; Coco, M.; Guarnera, M.; De Lucia, S.; Maldonato, N.M. Effects of social distancing on psychological state and physical activity routines during the COVID-19 pandemic. Sport Sci. Health 2020, 16, 619–624. [Google Scholar] [CrossRef]
- Franco, E.; Tovar, C.; González-Peño, A.; Coterón, J. Effects of a sport education Model-Based teaching intervention on students’ behavioral and motivational outcomes within the physical education setting in the COVID-19 Scenario. Sustainability 2021, 13, 12468. [Google Scholar] [CrossRef]
- Ada, E.N.; Çetinkalp, Z.K.; Altiparmak, M.E.; Asci, F.H. Flow experiences in physical education classes: The role of perceived motivational climate and situational motivation. Asian J. Educ. Train. 2018, 4, 114–120. [Google Scholar] [CrossRef]
- Soulliard, Z.A.; Kauffman, A.A.; Fitterman-Harris, H.F.; Perry, J.E.; Ross, M.J. Examining positive body image, sport confidence, flow state, and subjective performance among student athletes and non-athletes. Body Image 2019, 28, 93–100. [Google Scholar] [CrossRef]
- Herbert, C.; Meixner, F.; Wiebking, C.; Gilg, V. Regular physical activity, short-term exercise, mental health, and well-being among university students: The results of an online and a laboratory study. Front. Psychol. 2020, 11, 509. [Google Scholar] [CrossRef] [PubMed]
- Slavinski, T.; Bjelica, D.; Pavlović, D.; Vukmirović, V. Academic performance and physical activities as positive factors for life satisfaction among university students. Sustainability 2021, 13, 497. [Google Scholar] [CrossRef]
- Polet, J.; Lintunen, T.; Schneider, J.; Hagger, M.S. Predicting change in middle school students’ leisure-time physical activity participation: A prospective test of the trans-contextual model. J. Appl. Soc. Psychol. 2020, 50, 512–523. [Google Scholar] [CrossRef]
- Bösselmann, V.; Amatriain-Fernández, S.; Gronwald, T.; Murillo-Rodríguez, E.; Machado, S.; Budde, H. Physical activity, boredom and fear of COVID-19 among adolescents in Germany. Front. Psychol. 2021, 12, 624206. [Google Scholar] [CrossRef]
- Kaur, H.; Singh, T.; Arya, Y.K.; Mittal, S. Physical fitness and exercise during the COVID-19 pandemic: A qualitative enquiry. Front. Psychol. 2020, 11, 2943. [Google Scholar] [CrossRef]
- Sheldon, K.M.; Lyubomirsky, S. Revisiting the sustainable happiness model and pie chart: Can happiness be successfully pursued? J. Posit. Psychol. 2021, 16, 145–154. [Google Scholar] [CrossRef]
- Lesser, I.A.; Nienhuis, C.P. The impact of COVID-19 on physical activity behavior and well-being of Canadians. Int. J. Environ. Res. Public Health 2020, 17, 3899. [Google Scholar] [CrossRef]
- Rogowska, A.M.; Pavlova, I.; Kuśnierz, C.; Ochnik, D.; Bodnar, I.; Petrytsa, P. Does physical activity matter for the mental health of university students during the COVID-19 pandemic? J. Clin. Med. 2020, 9, 3494. [Google Scholar] [CrossRef]
- Reyes-Molina, D.; Alonso-Cabrera, J.; Nazar, G.; Parra-Rizo, M.A.; Zapata-Lamana, R.; Sanhueza-Campos, C.; Cigarroa, I. Association between the physical activity behavioral profile and sedentary time with subjective well-being and mental health in chilean university students during the COVID-19 Pandemic. Int. J. Environ. Res. Public Health 2022, 19, 2107. [Google Scholar] [CrossRef] [PubMed]
- Wiese, C.W.; Kuykendall, L.; Tay, L. Get active? A meta-analysis of leisure-time physical activity and subjective well-being. J. Posit. Psychol. 2018, 13, 57–66. [Google Scholar] [CrossRef]
- Hung, S.H.; Hwang, C.Y.; Chang, C.Y. Is the Qi experience related to the flow experience? Practicing qigong in urban green spaces. PLoS ONE 2021, 16, e0240180. [Google Scholar] [CrossRef]
- Habe, K.; Biasutti, M.; Kajtna, T. Wellbeing and flow in sports and music students during the COVID-19 pandemic. Think. Ski. Creat. 2021, 39, 100798. [Google Scholar] [CrossRef] [PubMed]
- Kwok, C.; Leung, P.Y.; Poon, K.Y.; Fung, X.C. The effects of internet gaming and social media use on physical activity, sleep, quality of life, and academic performance among university students in Hong Kong: A preliminary study. Asian J. Soc. Health Behav. 2021, 4, 36. [Google Scholar] [CrossRef]
- Richard, M.; Christina, M.F.; Deborah, L.S.; Rubio, N.; Kennon, M.S. Intrinsic motivation and exercise adherence. Int J Sport Psychol 1997, 28, 335–354. [Google Scholar]
- Wu, Y.; Sun, J.; Fan, F.; Wang, X.; Peng, Y. The influence of motivation, attitudes and obstacles for middle school students’ participation in leisure activities on their leisure satisfaction in Southwest China. Front. Psychol. 2021, 12, 758858. [Google Scholar] [CrossRef]
- Fredricks, J.A.; Blumenfeld, P.C.; Paris, A.H. School engagement: Potential of the concept, state of the evidence. Rev. Educ. Res. 2004, 74, 59–109. [Google Scholar] [CrossRef]
- Jackson, S.A.; Martin, A.J.; Eklund, R.C. Long and short measures of flow: The construct validity of the FSS-2, DFS-2, and new brief counterparts. J. Sport Exerc. Psychol. 2008, 30, 561–587. [Google Scholar] [CrossRef]
- Mueller, R.O.; Hancock, G.R. Structural equation modeling. In The Reviewer’s Guide to Quantitative Methods in the Social Sciences; Hancock, G.R., Stapleton, L.M., Mueller, R.O., Eds.; Routledge: London, UK, 2018; pp. 457–468. [Google Scholar]
- Kline, R.B. Principles and Practice of Structural Equation Modeling, 4th ed.; Guilford Publications: New York, NY, USA, 2015. [Google Scholar]
- Hair, J.F.; Black, W.C.; Babin, B.J.; Anderson, R.E.; Tatham, R.L. Multivariate Data Analysis, 8th ed.; Cengage: Boston, MA, USA, 2019. [Google Scholar]
- Hair, J.F.; Black, W.C.; Babin, B.J.; Anderson, R.E. Anderson Multivariate Data Analysis, 7th ed.; Prentice Hall: Upper Saddle River, NJ, USA, 2010. [Google Scholar]
- Cook, D.A.; Beckman, T.J. Current concepts in validity and reliability for psychometric instruments: Theory and application. Am. J. Med. 2006, 119, 166.e7–166.e16. [Google Scholar] [CrossRef] [PubMed]
- Hair, J.F.; Ringle, C.M.; Sarstedt, M. PLS-SEM: Indeed a silver bullet. J. Mark. Theory Pract. 2011, 19, 139–152. [Google Scholar] [CrossRef]
- Stanley, L.M.; Edwards, M.C. Reliability and model fit. Educ. Psychol. Meas. 2016, 76, 976–985. [Google Scholar] [CrossRef] [PubMed]
- Abedi, G.; Rostami, F.; Nadi, A. Analyzing the dimensions of the quality of life in hepatitis B patientsusing confirmatory factor analysis. Glob. J. Health Acience 2015, 7, 22–31. [Google Scholar] [CrossRef]
- Jackman, P.C.; Dargue, E.J.; Johnston, J.P.; Hawkins, R.M. Flow in youth sport, physical activity, and physical education: A systematic review. Psychol. Sport Exerc. 2021, 53, 101852. [Google Scholar] [CrossRef]
- Soltani, P.; Figueiredo, P.; Vilas-Boas, J.P. Does exergaming drive future physical activity and sport intentions? J. Health Psychol. 2021, 26, 2173–2185. [Google Scholar] [CrossRef]
- Chang, H.H. Gender differences in leisure involvement and flow experience in professional extreme sport activities. World Leis. J. 2017, 59, 124–139. [Google Scholar] [CrossRef]
- Munasinghe, S.; Sperandei, S.; Freebairn, L.; Conroy, E.; Jani, H.; Marjanovic, S.; Page, A. The impact of physical distancing policies during the COVID-19 pandemic on health and well-being among Australian adolescents. J. Adolesc. Health 2020, 67, 653–661. [Google Scholar] [CrossRef]
- Cheng, T.M.; Lu, C.C. The causal relationships among recreational involvement, flow experience, and well-being for surfing activities. Asia Pac. J. Tour. Res. 2015, 20, 1486–1504. [Google Scholar] [CrossRef]
- Buecker, S.; Simacek, T.; Ingwersen, B.; Terwiel, S.; Simonsmeier, B.A. Physical activity and subjective well-being in healthy individuals: A meta-analytic review. Health Psychol. Rev. 2021, 15, 574–592. [Google Scholar] [CrossRef]
Construct | Gender | Grade | Type of School |
Content | 555 (66%) Females | 351 (41.7%) Freshmen | 218 (25.9%) College |
286 (34%) Males | 256 (30.4%) Sophomores | 349 (41.5%) University | |
223 (26.5%) Juniors | 189 (22.5%) Vocational College | ||
11 (1.3%) Seniors | 85 (10.1%) Vocational University | ||
Construct | Field of Study | Days of Physical Activity Per Week | Physical activities that you usually like to participate in |
Content | 13 (1.5%) Social Sciences | 193 (22.9%) with little to no physical activity time | 69 (8.2%) who participated in outdoor static activities |
154 (18.3%) Arts and Humanities | 550 (65.4%) who participated in physical activity 1–2 days per week | 72 (8.6%) who participated in outdoor dynamic activities | |
17 (2%) Physical Sciences and Chemistry | 66 (7.8%) who participated in physical activity 3–4 days per week | 211 (25.1%) who participated in indoor static activities | |
189 (22.5%) Computers and Engineering | 12 (1.4%) who participated in physical activity 5–6 days per week | 11 (1.3%) who participated in indoor dynamic activities | |
10 (1.2%) Nursing and Medicine | 20 (2.4%) who participated in physical activity every day | 86 (10.2%) who participated in social activities | |
27 (3.2%) Agriculture | 357 (42.4%) who participated in entertainment activities | ||
38 (4.5%) Economics | 35 (4.2%) who participated in other activities | ||
393 (46.7%) Business and Management |
Construct | χ2 | df | χ2/df | RMSEA | GFI | AGFI | FL |
---|---|---|---|---|---|---|---|
Threshold | - | - | <5 | <0.10 | >0.80 | >0.80 | >0.5 |
Physical activity need | 46.75 | 14 | 3.34 | 0.53 | 0.98 | 0.97 | 0.61–0.80 |
Involvement | 46.22 | 14 | 3.30 | 0.52 | 0.98 | 0.97 | 0.62–0.78 |
Flow experience | 25.96 | 9 | 2.89 | 0.47 | 0.99 | 0.98 | 0.74–0.85 |
Sustainable well-being | 54.49 | 20 | 2.73 | 0.45 | 0.98 | 0.97 | 0.62–0.78 |
Construct | M | SD | α | FL | CR | AVE | t |
---|---|---|---|---|---|---|---|
Physical activity need | 3.73 | 0.58 | 0.93 | 0.71 | 0.88 | 0.51 | 15.62–19.65 |
Involvement | 3.45 | 0.56 | 0.94 | 0.71 | 0.87 | 0.50 | 15.33–17.68 |
Flow experience | 3.49 | 0.61 | 0.94 | 0.78 | 0.90 | 0.60 | 21.81–25.66 |
Sustainable well-being | 3.67 | 0.57 | 0.95 | 0.73 | 0.90 | 0.53 | 16.35–19.50 |
Construct | 1 | 2 | 3 | 4 |
---|---|---|---|---|
1. Physical activity need | (0.71) | |||
2. Involvement | 0.52 | (0.71) | ||
3. Flow experience | 0.54 | 0.73 | (0.77) | |
4. Sustainable well-being | 0.60 | 0.68 | 0.79 | (0.73) |
Construct | Physical Activity Needs | Involvement | Flow Experience | |||
---|---|---|---|---|---|---|
Physical activity need | β | 95% CI | β | 95% CI | β | 95% CI |
Sustainable well-being | 0.24 *** | [0.18, 0.31] | 0.12 ** | [0.01, 0.24] | 0.60 *** | [0.50, 0.70] |
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content. |
© 2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Liao, C.; Nong, L.; Wu, Y.-F.; Wu, Y.-T.; Ye, J.-H. The Relationships between University Students’ Physical Activity Needs, Involvement, Flow Experience and Sustainable Well-Being in the Post-Pandemic Era. Sustainability 2023, 15, 8719. https://doi.org/10.3390/su15118719
Liao C, Nong L, Wu Y-F, Wu Y-T, Ye J-H. The Relationships between University Students’ Physical Activity Needs, Involvement, Flow Experience and Sustainable Well-Being in the Post-Pandemic Era. Sustainability. 2023; 15(11):8719. https://doi.org/10.3390/su15118719
Chicago/Turabian StyleLiao, Chen, Liying Nong, Yu-Feng Wu, Yu-Tai Wu, and Jian-Hong Ye. 2023. "The Relationships between University Students’ Physical Activity Needs, Involvement, Flow Experience and Sustainable Well-Being in the Post-Pandemic Era" Sustainability 15, no. 11: 8719. https://doi.org/10.3390/su15118719