The impact of psychological needs, social support, and sport motivation on college students’ sport commitment and sports participation

Abstract

Objective

This study aims to explore the mediating role of sport commitment in the relationships between basic psychological needs, exercise motivation, social support, and college students’ sports participation, providing both theoretical and practical empirical support for enhancing sports participation among college students.

Methods

This study employed a random sampling method to conduct an online survey with 653 students from three universities in Anhui province, assessing the factors that influence their sports participation. The questionnaire included the Basic Needs Satisfaction Scale, Sports Motivation Scale, Perceived Social Support Scale, Sport Commitment Scale, and Sports Participation Scale. Data analysis was performed using SPSS Statistics 27 software and Model 4 in the PROCESS 4.0 plugin to explore the mediating role of sport commitment in the relationships between basic psychological needs, exercise motivation, social support, and sports participation.

Results

Basic psychological needs, exercise motivation, and social support all significantly and positively influence sports participation, and indirectly promote the level of sports participation among college students by enhancing their sport commitment.

Conclusion and implications

This study reveals the positive impact of basic psychological needs, exercise motivation, and social support on college students’ sports participation and clarifies the mediating role of sport commitment in this process. The findings suggest that enhancing sport commitment can effectively increase college students’ level of sports participation. Therefore, universities should focus on fulfilling students’ basic psychological needs, stimulating exercise motivation, and providing social support to strengthen their sport commitment, thereby promoting sports participation.

Supplementary Information

The online version contains supplementary material available at 10.1186/s40359-025-03173-2.

Introduction

Against the backdrop of the “Healthy China” initiative, the current situation of college students’ sports participation (SP) and its influencing factors have gradually become a research focus in the fields of education and public health. SP refers to a person’s attitude and actions toward actively engaging in physical activities [1]. It not only helps improve physical health but also improves mental well-being, encourages social interaction, and fosters a positive lifestyle [2, 3]. Although the advantages of SP are widely recognized, the level of SP among Chinese college students remains relatively low [4]. According to the National Fitness Plan released in 2016, the Chinese government advocates for daily engagement in moderate physical activity for 30 to 60 min. However, research data shows that only about 34% of college students meet this standard [5]. Under the influence of academic pressure, many students neglect physical activities and lack long-term interest and stable engagement in sports [6, 7], leading to low participation frequency, poor continuity, and insufficient interest in physical activities [8]. This phenomenon not only weakens the positive impact of physical activities on students’ physical and mental health but also poses a challenge to the effectiveness of physical education in universities. Therefore, finding effective ways to increase college students’ SP rates and foster stable exercise habits has become an urgent issue that needs to be addressed.

Theoretical background and literature review

Theoretical basis

Early human motivation theories provide important theoretical perspectives for understanding SP behavior. Maslow [9] hierarchy of needs theory divides human needs into five levels, with the highest-level being self-actualization, which refers to an individual’s pursuit of realizing their potential and inner values during the process of growth. In the context of sports, this need is typically manifested as an individual’s pursuit of peak performance, skill mastery, and psychological satisfaction during the exercise process [10]. Subsequently, Mcclelland [11] Achievement Motivation Theory emphasized the significant driving forces of achievement, affiliation, and power motivations in goal-directed behavior. These theories have been widely applied in the fields of sports and exercise psychology, helping to understand how individuals are motivated in social contexts and how long-term SP behaviors are formed through social support (SS) or self-driven goals [12]. In recent years, Self-Determination Theory (SDT) [13] has become an important framework for explaining the psychological mechanisms behind SP behavior. This theory suggests that an individual’s behavior in sports contexts is influenced by multiple psychosocial factors, particularly the level of satisfaction of basic psychological needs (BPN), the individual’s exercise motivation (EM), and the SS they receive [14]. However, the activation of motivation does not necessarily translate into sustained behavioral performance. To further explain the mechanisms behind an individual’s long-term persistence in sports behavior, this study introduces Sport Commitment Theory (SCT) [15]. The theory posits that sport commitment (SC) represents an individual’s psychological attachment to physical activity, behavioral willingness, and ongoing investment, and is a key variable in predicting whether sports behavior can be maintained. Based on this theoretical framework, this study systematically explores how BPN, EM, and SS collectively influence university students’ SP behavior, while further examining the role of SC in this process. By constructing this theoretical model, the study aims to provide a more comprehensive understanding of the psychological mechanisms behind university students’ SP and to offer theoretical foundations and practical references for physical education and health promotion strategies in higher education institutions.

Basic psychological needs and sports participation

BPN refer to the fundamental psychological needs of individuals, including autonomy, competence, and relatedness. These are key concepts in SDT [16]. Research has shown that BPN are significantly positively correlated with SP [17–19]. For instance, Gil-Píriz et al. [19] discovered a significant positive correlation between the frustration of BPN and barriers to SP in their study of college students and employees aged 18–25. This relationship can be explained through the three aspects of autonomy, competence, and relatedness. When university students are able to autonomously choose sports activities, set goals, and decide on the way they engage in exercise, their need for autonomy is satisfied. This experience of autonomy helps increase the frequency and sustainability of their participation in physical activities [20]. Additionally, when college students continuously improve their skills and receive positive feedback during sports activities, their need for competence is fulfilled, which in turn enhances their SP [21]. At the same time, SP often involves teamwork and social interactions, which enhance college students’ sense of relatedness. These social connections foster a stronger emotional bond with physical activities, thereby improving the stability of their SP [22]. Therefore, the fulfillment of BPN is essential for promoting college students’ SP. Although previous studies have revealed the correlation between BPN and SP, there is still a lack of systematic empirical analysis regarding how the three specific dimensions of BPN respectively influence college students’ SP and their relative effects. Therefore, building on existing research, this study aims to further explore the influence pathways of each dimension of BPN on college students’ SP.

Exercise motivation and sports participation

EM is typically categorized into intrinsic motivation, extrinsic motivation, and amotivation. Although extrinsic motivation and amotivation can also influence sports participation, they are often limited by dependency and short-term motivational effects. In contrast, intrinsic motivation is more effective in stimulating individuals’ internal drive, promoting long-term and sustained participation [12, 23]. Therefore, this study primarily focuses on intrinsic motivation, exploring how it fosters sustained engagement in physical activities among university students. EM for sports refers to the internal motivation individuals feel to participate in physical activity driven by personal interest or intrinsic desires [24]. Numerous studies have demonstrated a significantly positive relationship between EM and the level of SP [24–26]. As an example, Esmaeilzadeh et al. [25] discovered that increased EM is linked to increased physical activity and a reduction in sedentary behavior in their study on the factors influencing physical activity and sedentary behavior. When college students are interested in the physical activity itself or experience enjoyment and satisfaction during exercise, they are more likely to maintain long-term SP [27]. EM, by offering opportunities for challenge, achievement, and self-improvement, motivates individuals to continuously try new skills or enhance their performance, thereby increasing their enthusiasm for SP [28]. In addition, EM not only forecasts greater levels of SP but is also associated with better mental health outcomes [29]. The enjoyment individuals experience during physical activities not only helps alleviate stress but also enhances well-being, further increasing the appeal of sports activities [30, 31]. Therefore, EM plays a crucial role in enhancing college students’ SP.

Social support and sports participation

SS refers to the emotional or material assistance individuals receive through social interactions, representing a dynamic interactive relationship [32]. Research has shown that SS significantly positively predicts SP [33, 34]. For example, Zhang et al. [33] found that support from parents, coaches, and peers can enhance college students’ willingness to persist in sports and their long-term participation behavior. Specifically, parents enhance their children’s engagement in sports by funding sports course fees, participating in physical activities themselves as role models, and providing verbal recognition and encouragement for their children’s SP [35, 36]. Friends, on the other hand, motivate individuals to continue participating in sports by providing emotional connections, fostering social comparison and a sense of competition, and creating a positive atmosphere for SP [37, 38]. Such as, Zhang et al. [39] observed that participating in sports activities with friends not only increases the enjoyment of exercise but also motivates individuals to enhance their SP through a competitive mechanism. In addition, support from physical education teachers also exerts a positive effect on college students’ SP [40]. A cross-lagged analysis study found that SS not only directly positively influences SP but also predicts the level of SP among college students 8 weeks later [32]. In summary, SS not only directly promotes SP in the short term but also predicts long-term SP behavior. However, existing studies have primarily focused on the overall predictive effect of SS, with limited detailed analysis of the specific impacts of its different dimensions on SP. Therefore, building on prior findings, this study aims to further investigate the underlying mechanisms and relative influences of the three sources of SS in college students’ SP. This will help fill the research gap in this field and provide more targeted intervention strategies to enhance college students’ level of SP.

The mediating role of sport commitment

SC refers to the psychological drive and persistence an individual has to continuously participate in physical activities [41]. Studies have demonstrated a significantly positive relationship between SC and SP [41, 42]. For example, Kim and Seo [42], based on the Information-Motivation-Behavioral Skills (IMBR) model, explored the factors influencing SP and found that SC effectively predicts an individual’s exercise behavior. As a behavioral intention, SC often precedes actual behavior and helps individuals persist in participation when faced with challenges [24]. When individuals develop a strong commitment to a particular sport, they are more inclined to integrate it into their daily lives. This sense of commitment not only increases their enthusiasm for SP but also strengthens their persistence when facing obstacles [43]. Moreover, SC also enhances an individual’s emotional investment. Individuals with higher levels of commitment typically exhibit stronger interest and a sense of responsibility. They experience feelings of achievement, relatedness, and satisfaction during physical activities, which makes them more willing to invest additional time and resources into SP [36]. Although existing research has confirmed the direct relationship between SC and SP, there is still a lack of systematic exploration regarding its potential mediating role between various psychosocial factors and sports behavior. Specifically, in explaining how individual motivation is transformed into sustained behavior, SC serves as a key mechanism connecting psychological states with actual behavior, yet its role has not been fully elucidated. This, to some extent, limits our in-depth understanding of the mechanisms behind the maintenance of SP.

Studies have found that BPN are significantly positively correlated with SC [44, 45]. For instance, Leyton-Román et al. [45], in their research grounded in SDT, found that BPN significantly predict an individual’s level of SC. Specifically, when individuals have autonomy in physical activities, such as freely choosing the type of exercise, setting goals, or adjusting their pace, they experience a stronger sense of behavioral control and personal meaning. This sense of autonomy can stimulate their interest and promote a higher level of SC [46]. Additionally, successfully completing challenges or mastering skills helps enhance an individual’s sense of competence, which in turn boosts their confidence and SC [47]. At the same time, interactions with others, such as coaches or teammates, can fulfill an individual’s sense of relatedness, further reinforcing SC [48]. However, there is still a lack of clear empirical evidence to verify whether SC serves as a mediating variable between the individual dimensions of BPN and SP. This study aims to validate this mediating mechanism, thereby filling the empirical gap in the literature.

Research has shown that EM is significantly positively correlated with SC [49, 50]. Mohebi et al. [50] pointed out that EM arises from an individual’s interest and enjoyment in the sport itself. This motivation makes individuals more willing to continuously engage in physical activities and maintain a high level of SC. When individuals experience enjoyment in exercise, they become more engaged and derive a sense of fulfillment from the activity. This EM further strengthens their sense of commitment [49]. When individuals possess strong EM, the sense of fulfillment they gain from exercise further strengthens their SC, not merely to achieve external goals or obtain rewards. In contrast, individuals lacking EM may gradually lose interest in physical activities due to external pressures or the cessation of short-term rewards, which in turn weakens their SC [51]. Additionally, EM arises from an individual’s passion for sports. When individuals actively engage in physical activities because they enjoy the process, sports gradually become integrated into their daily lives, rather than merely being seen as a task to complete. As a result, EM fosters the development of a more stable and lasting SC [52]. Although existing studies have explored the relationship between EM and SC, few have delved deeply into the potential bridging role of SC between EM and SP. This study will further clarify, from a mechanistic pathway perspective, how EM influences the sustainability of sports behavior through SC.

Studies have found a significantly positive correlation between SS and SC [36, 53]. SS enhances an individual’s emotional connections with peers, teammates, and others, making physical activities not just an isolated individual behavior but a socially interactive experience. Whether it is encouragement from friends or support from family members, these social interactions increase an individual’s SC [36]. In addition, SS not only provides emotional encouragement but also offers practical assistance and resources for exercise, such as jointly developing workout plans, providing healthy eating advice, or helping to overcome obstacles in physical activities. This support helps individuals cope with challenges encountered during exercise, thereby further enhancing SC [54]. For example, Sevil-Serrano et al. [44] found that support from coaches helps individuals overcome challenges in exercise, enabling them to fulfill their SC. In addition, SS effectively alleviates psychological stress during physical activities, helping individuals maintain a positive attitude toward exercise, which in turn enhances their SC [55, 56]. However, existing studies have mainly focused on the direct impact of SS on SP, while limited attention has been given to whether SS influences SP behavior indirectly through SC, as well as whether the indirect effects vary across different dimensions of SS. Therefore, this study aims to further examine the mediating pathway through which SS affects SP via SC. This will deepen the understanding of the underlying mechanisms of SS and provide a theoretical basis for promoting sustained SP among college students.

The moderating role of gender

In studying the factors related to university students’ SP, gender, as an important individual difference variable, may play a moderating role between SC and SP, influencing how SC is translated into actual participation behavior. Existing research indicates that men typically exhibit stronger competitiveness and extraversion, tending to engage in competitive sports, while women are more likely to participate in non-competitive and socially oriented activities, such as yoga and dance [57]. This gender difference may lead to varying pathways in the transformation of SC into SP between men and women. For example, men may be more likely to engage in high-intensity physical activities under strong SC, while women may be more inclined to participate in low-intensity but sustained physical activities [41]. In addition, traditional gender roles create different expectations for men and women in physical activities, and these differences in expectations may influence their participation behaviors [58]. Men typically face greater social expectations to display physical strength and athletic ability, so their SC may more directly translate into SP. In contrast, women, under the constraints of socio-cultural factors, often experience more psychological resistance and social pressure. As a result, they may require more external support or intrinsic motivation to transform their SC into actual SP [59, 60].

Current research

Although existing studies have focused on the impact of BPN, SS, or EM on SP, there is a lack of systematic exploration of the integrated mechanisms of multiple psychosocial factors. Currently, no research has explicitly revealed how BPN, SS, and EM collaborate within the framework of SDT to influence university students’ SP behavior. Additionally, while SC is an important psychological mechanism promoting SP, there is still a lack of systematic empirical support for its mediating role between the aforementioned factors and SP. Therefore, based on SDT [13] and SCT [15], this study constructs an integrated mediating model aimed at exploring whether BPN, SS, and EM indirectly influence university students’ SP behavior through SC. In addition, gender, as an individual difference factor, may play a moderating role between SC and SP. Existing research has rarely focused on how gender moderates the influence pathways of these psychosocial factors. Gender may affect the way SC is transformed into actual SP through socio-cultural expectations and psychological mechanisms. By constructing this model, the study aims to reveal the psychological and social mechanisms of university students’ SP from a multidimensional perspective, providing theoretical foundations and empirical support for physical education intervention strategies in higher education institutions. The conceptual model of this study is shown in Fig. 1, and based on this, the following research hypotheses are proposed:

Fig. 1.

Conceptual model

H1a: Autonomy need significantly positively influence SP.

H1b: Competence need significantly positively influence SP.

H1c: Relatedness need significantly positively influence SP.

H2: EM significantly positively influences SP.

H3a: Family support significantly positively influences SP.

H3b: Peer support significantly positively influences SP.

H3c: Other support significantly positively influences SP.

H4a: SC mediates the relationship between autonomy need and SP.

H4b: SC mediates the relationship between competence need and SP.

H4c: SC mediates the relationship between relatedness need and SP.

H5: SC mediates the relationship between EM and SP.

H6a: SC mediates the relationship between family support and SP.

H6b: SC mediates the relationship between peer support and SP.

H6c: SC mediates the relationship between other support and SP.

H7: Gender moderates the relationship between SC and SP.

Methods

Participants and procedure

To ensure the representativeness of the sample and reduce selection bias, this study employed a random sampling method for the questionnaire survey conducted from October 2024 to December 2024. The participants included students from three universities in Anhui province. To enhance the external validity and generalizability of the research findings, the research team coordinated with class instructors, who explained the purpose and significance of the questionnaire survey to the students in class. Subsequently, the instructors randomly selected students from the class to participate in the survey, ensuring the randomness and representativeness of the sample. The instructors then shared the questionnaire link in the class group chat, and students were given the option to voluntarily choose whether to participate in the survey. The questionnaire was distributed through the Wenjuanxing platform (https://www.wjx.cn/). According to the sample size estimation principle proposed by Kline [61], each measurement item should correspond to at least 10 respondents. The questionnaire used in this study contains 55 items, so the minimum required sample size based on this principle is 550 participants (55 × 10). To account for potential sample attrition, this study adds a 20% buffer to the initial sample size, resulting in a final required sample size of 660 participants (550 + 550 × 20%). To ensure that participants have actual experience in SP, the questionnaire includes screening items that ask respondents to confirm whether they regularly engage in physical exercise or sports activities. Only those who confirm their participation are included in the final sample. A total of 669 questionnaires were collected, and after excluding 16 invalid responses, 653 valid questionnaires were retained, resulting in a valid response rate of 97.61%. The average age of the participants was 19.54 years, with other demographic information provided in Table 1. The criteria for excluding invalid questionnaires were as follows: (1) more than 20% of the items were left unanswered; (2) 80% or more of the items were rated as “Strongly Agree” or “Strongly Disagree” to avoid severe floor or ceiling effects and ensure the accuracy of data analysis. All research procedures strictly adhered to the ethical principles regarding human participants in research outlined in the Declaration of Helsinki and were reviewed and approved by the Science and Technology Ethics Committee of Anhui Jianzhu University, with ethical approval number 2,024,002. All participants signed an informed consent form before completing the questionnaire to ensure the study adhered to ethical guidelines, respecting participants’ privacy and autonomy.

Table 1.

Descriptive statistics

	Category	Quantity	Percentage (%)
Gender	Male	410	62.8
	Female	243	37.2
Grade	Freshman	344	52.7
	Sophomore	221	33.8
	Junior	79	12.1
	Senior	9	1.4
Major	Sports-related	9	1.4
	Science	470	72.0
	Humanities	174	26.6
Experience	Yes	97	14.9
	No	556	85.1

Measurement tools

Basic psychological needs

This study adopted the Basic Need Satisfaction General Scale (BNSG-S) to assess the satisfaction of college students’ BPN [62]. The scale consists of 21 items, divided into three dimensions: competence needs (6 items), autonomy needs (7 items), and relatedness needs (8 items), with 9 items scored in reverse. The scale uses a 7-point Likert scale, ranging from 1 (strongly disagree) to 7 (strongly agree). To ensure consistency with the original scale, no modifications were made to the content or structure of the items in this study. In the scoring process, reverse-scored items were first inverted (i.e., using the formula “8 - original score”). Then, the average score of all items was used to represent the total score of BPN (i.e., the BPN index). The higher the score, the greater the satisfaction of psychological needs. In this study, the reliability coefficients for each subdimension are as follows: competence need α = 0.922, autonomy need α = 0.934, and relatedness need α = 0.945, indicating good internal consistency for each dimension.

Sport motivation

This study uses the Exercise Motivation Scale (MPAM-R), proposed by Ryan et al. [63] and later revised by Chen et al. [64], to assess university students’ intrinsic motivation for exercise [24]. The scale consists of 15 items, which are grouped into five dimensions: health motivation, appearance motivation, enjoyment motivation, social motivation, and competence motivation, with three items for each dimension, the score for this dimension is the average of the three item scores, while the overall EM score is the average of the scores from the five dimensions. The scale uses a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree), and the average score represents the overall level of EM for physical activity. To ensure consistency with the original scale, no modifications were made to the content or structure of the items in this study. In this study, the overall Cronbach’s α coefficient for the scale was 0.945. The reliability coefficients for each dimension are as follows: health motivation α = 0.833, appearance motivation α = 0.831, enjoyment motivation α = 0.798, social motivation α = 0.861, and competence motivation α = 0.753, indicating excellent internal consistency across all five dimensions.

Social support

This study uses the Multidimensional Scale of Perceived Social Support (MSPSS) developed by Zimet et al. [65] to assess the level of SS perceived by college students [66]. The scale consists of 12 items, which measure three dimensions of support: family, friends, and other sources of support. It employs a 7-point Likert scale, with responses ranging from 1 (strongly disagree) to 7 (strongly agree), and the total score range is from 12 to 84. To ensure consistency with the original scale, no modifications were made to the content or structure of the items in this study. In this study, the reliability coefficients for each dimension are as follows: family support α = 0.913, friend support α = 0.938, and support from other significant others α = 0.860, indicating high internal consistency.

Sport commitment

This study used the Sport Commitment Scale (SCS) to assess college students’ willingness and determination to engage in physical exercise [24]. The scale consists of 4 items and uses a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree). To ensure consistency with the original scale, no modifications were made to the content or structure of the items. In this study, the Cronbach’s α coefficient of the scale was 0.879.

Sports participation

This study used Fox [67] three-item test method to assess college students’ SP [68]. The scale consists of three items measuring exercise frequency, exercise duration, and exercise intensity. It uses a 6-point scale, with a scoring range from 2 to 72 points. A higher score indicates a higher level of SP. The formula for calculating SP is: SP = Exercise frequency × (Average exercise intensity + Exercise duration). To ensure consistency with the original scale, no modifications were made to the item content or structure. It should be noted that this measurement tool is a structural indicator, with the three items representing different dimensions of SP behavior. The calculation formula is derived from the original study’s design, and therefore, it is not suitable for internal consistency reliability testing. As such, this study did not conduct a reliability analysis for this indicator but instead followed the original formula to directly calculate the SP score, reflecting university students’ overall level of SP. This measurement approach has been widely used in several studies and has a solid theoretical and empirical foundation [68].

Data analysis

This study used SPSS Statistics 27 software for statistical analysis. First, descriptive statistics and correlation analysis were conducted on the scale data to verify the basic characteristics of the data. Pearson’s product-moment correlation method was used for the correlation analysis to examine the linear relationships between the variables. Next, mediating effects were analyzed using Model 4 in the PROCESS 4.0 plugin, to explore the mediating role of SC between BPN, EM, SS, and SP. In the mediation analysis, the Bootstrap method (5000 resamples) was used to conduct confidence interval testing for the mediating effects of the core variables, enhancing the robustness of the results. To explore the moderating role of gender in the pathway from SC to SP across various mediating paths, this study constructed seven separate PROCESS Model 14 models. In these models, BPN, EM, and SS served as independent variables, SC as the mediating variable, gender as the moderating variable, and SP as the dependent variable. This approach was used to examine the moderating effect of gender on the consistency of the latter half of the mediating paths.

Results

Descriptive statistics

To ensure that the data met the assumptions for multivariate analysis and to guarantee the accuracy and validity of the statistical tests, this study examined the normality of the data using skewness and kurtosis indicators. According to Kline [69], an absolute skewness value of less than 3 and an absolute kurtosis value of less than 10 are acceptable standards. The main variables in this study met these criteria (see Table 2).

Table 2.

Descriptive statistics for each variable

		N	M ± SD	MIN	MAX	SK	Kur
BPN	Competence Need	653	4.41 ± 1.42	1	7	-0.47	-0.07
	Autonomy Need	653	4.47 ± 1.24	1	7	-0.38	0.37
	Relatedness Need	653	4.66 ± 1.48	1	7	-0.73	-0.13
EM		653	3.85 ± 0.89	1	5	-1.40	1.83
SS	Other Support	653	4.61 ± 1.50	1	7	-0.55	-0.21
	Peer Support	653	4.54 ± 1.40	1	7	-0.50	0.19
	Family Support	653	4.51 ± 1.58	1	7	-0.29	-0.51
SC		653	3.25 ± 0.85	1	5	0.01	0.35
SP		653	27.20 ± 15.55	2	72	0.90	0.47

Note: N, sample size; M, mean; SD, standard deviation; MIN, minimum value; MAX, maximum value; SK, skewness; Kur, kurtosis; All descriptive statistics are based on raw (unstandardized) scores

Correlation analysis

The results of the correlation analysis indicated that all variables were significantly positively correlated. Detailed results are presented in Table 3.

Table 3.

Correlation analysis

	1	2	3	4	5	6	7	8	9
Autonomy Need (1)	1				1
Relatedness Need (2)	0.795***	1
Competence Need (3)	0.804***	0.828***	1
EM (4)	0.674***	0.701***	0.656***	1
Other Support (5)	0.736***	0.777***	0.766***	0.684***	1
Peer Support (6)	0.787***	0.820***	0.775***	0.691***	0.794***	1
Family Support (7)	0.753***	0.796***	0.775***	0.668***	0.783***	0.802***	1
SC (8)	0.748***	0.783***	0.763***	0.664***	0.755***	0.789***	0.753***	1
SP (9)	0.720***	0.737***	0.744***	0.588***	0.720***	0.746***	0.733***	0.741***	1

Note: Path significance: ***P < 0.001; All descriptive statistics are based on raw (unstandardized) scores

Collinearity diagnostics

To ensure the stability of the model and the validity of interpretation, this study conducted a detailed collinearity diagnostic among the independent variables. As shown in Table 4, all tolerance values were greater than 0.1, and the VIF values ranged from 2.326 to 4.953, which are below the commonly accepted threshold of 5 [70]. These results indicate that multicollinearity is within an acceptable range in this study.

Table 4.

Collinearity diagnostics

	Tolerance	VIF
Autonomy Need	0.261	3.825
Relatedness Need	0.202	4.953
Competence Need	0.231	4.331
EM	0.430	2.326
Other Support	0.267	3.742
Peer Support	0.215	4.641
Family Support	0.256	3.910
SC	0.283	3.536

Confirmatory factor analysis (CFA)

In the CFA, the factor loadings of the observed variables ranged from 0.664 to 0.908, all exceeding the threshold of 0.50. This indicates that the measurement model demonstrates an acceptable level of validity (see Table 5) [71].

Table 5.

Model fit indices for the structural equation models

Fit Index	Reference Value	Model
CMIN/DF	< 5	2.148
RMSEA	< 0.08	0.042
GFI	> 0.85	0.855
CFI	> 0.9	0.953
IFI	> 0.9	0.954
TLI	> 0.9	0.950

Note: CMIN: chi-square value, DF: degrees of freedom, RMSEA: root mean square error of approximation, GFI: goodness-of-fit index, CFI: comparative fit index, IFI: incremental fit index, TLI: Tucker- Lewis index

Mediation effect analysis

This study employed Hayes’ IBM SPSS macro program, PROCESS model 4, to investigate the mediating role of SC in the relationships among BPN, EM, SS, and SP. Table 6 summarizes the main results of the path analysis.

Table 6.

Mediating role of SC between BPN, SS, EM and SP

	Outcome Variable	Predictor Variable	R	R²	F	β	SE	t	95% CI
Model 1	SC	Autonomy Need	0.75	0.56	825.17***	0.98	0.02	28.73***	[0.82,1.14]
	SP	Autonomy Need	0.78	0.61	511.45***	4.69	0.46	10.18***	[3.79,5.60]
		SC				8.48	0.68	12.52***	[7.15,9.81]
Model 2	SC	Relatedness Need	0.78	0.61	1033.23***	0.45	0.01	32.14***	[0.42,0.48]
	SP	Relatedness Need	0.78	0.61	514.31***	4.27	0.41	10.31***	[3.45,5.08]
		SC				7.80	0.72	10.81***	[6.39,9.22]
Model 3	SC	Competence Need	0.76	0.58	908.50***	0.45	0.02	30.14***	[0.43,0.48]
	SP	Competence Need	0.79	0.63	542.59***	4.67	0.41	11.48***	[3.87,5.47]
		SC				7.65	0.68	11.19***	[6.30,8.99]
Model 4	SC	EM	0.66	0.44	513.71***	0.63	0.03	22.67***	[0.58,0.69]
	SP	EM	0.75	0.57	423.83***	3.00	0.60	4.97***	[1.82,4.19]
		SC				11.53	0.64	18.15***	[10.28,12.78]
Model 5	SC	Other Support	0.76	0.57	864.61***	0.42	0.01	29.40***	[0.40,0.45]
	SP	Other Support	0.78	0.61	507.35***	3.86	0.39	10.00***	[3.11,4.62]
		SC				8.44	0.69	12.27***	[7.09,9.79]
Model 6	SC	Peer Support	0.79	0.62	1075.22***	0.48	0.02	32.79***	[0.45,0.51]
	SP	Peer Support	0.79	0.62	525.53***	4.74	0.44	10.79***	[3.87,5.60]
		SC				7.45	0.73	10.26***	[6.02,8.88]
Model 7	SC	Family Support	0.75	0.57	851.05***	0.40	0.01	29.17***	[0.38,0.43]
	SP	Family Support	0.79	0.62	529.78***	3.96	0.36	10.96***	[3.25,4.67]
		SC				8.06	0.68	11.93***	[6.73,9.38]

The bootstrap test results (Table 7) further support the partial mediating role of SC in the relationship between BPN, EM, SS, and SP. According to the criteria set by Williams and Mackinnon [72], when the confidence interval does not include 0, the mediating effect is considered significant. Table 7 shows that SC indeed plays a mediating role.

Table 7.

Analysis of the mediating role of SC in the relationships between BPN, EM, SS and SP using the bootstrap method

	β	Boot SE	Bootstrap 95% CI
			LLCI	ULCI
EM → SC → SP	7.275	0.491	6.326	8.252
Family Support → SC → SP	3.245	0.285	2.690	3.803
Peer Support → SC → SP	3.555	0.326	2.941	4.217
Other Support→ SC → SP	3.581	0.310	2.978	4.194
Relatedness Need → SC → SP	3.502	0.329	2.862	4.170
Competence Need → SC → SP	3.475	0.284	2.920	4.032
Autonomy Need → SC → SP	4.313	0.345	3.639	4.983

Note: β, unstandardized coefficients; CI, confidence interval; LLCI, lower limit confidence interval; ULCI, upper limit confidence interval

Moderating effect analysis

This study used a moderated mediation model (PROCESS Model 14) to examine the moderating role of gender in the pathway between SC and SP. The gender variable was coded as 1 = male, 2 = female in the analysis. The results indicate that gender significantly moderates the pathway from SC to SP, with this moderating effect being more pronounced in the male group. Men are more likely to translate higher levels of SC into actual participation behavior, while women exhibit a relatively weaker effect in this pathway. This suggests that the mediating mechanism differs between gender groups. The detailed results of the moderating effect are shown in Table 8.

Table 8.

Moderating effect analysis

Independent variable		β	SE	t	Bootstrap 95% CI
					LLCI	ULCI
Relatedness Need	SC × Gender → SP	-2.7899	0.9757	-2.8592**	-4.7059	-0.8738
Competence Need	SC × Gender → SP	-2.1986	0.9570	-2.2974*	-4.0777	-0.3194
Autonomy Need	SC × Gender → SP	-2.1555	0.9766	-2.2071*	-4.0732	-0.2378
EM	SC × Gender → SP	-2.0269	1.0309	-1.9662*	-4.0512	-0.0027
Other Support	SC × Gender → SP	-2.2571	0.9772	-2.3097*	-4.1760	-0.3382
Peer Support	SC × Gender → SP	-2.7237	0.9669	-2.8170**	-4.6222	-0.8251
Family Support	SC × Gender → SP	-2.6386	0.9684	-2.7246**	-4.5402	-0.7370

Discussion

Direct impact of basic psychological needs on sports participation

The results indicated that all three dimensions of BPN significantly and positively influenced college students’ SP, thereby supporting H1a, H1b, and H1c. This finding aligns with the research conducted by Castillo-Jiménez et al. [17], the satisfaction of BPN can enhance individuals’ willingness to continue participating in physical activities. According to SDT, BPN are crucial factors influencing university students’ persistence in SP. In physical activities, when university students’ BPN are satisfied, they are more likely to actively engage and experience greater enjoyment and satisfaction during the activity, thereby promoting their long-term participation in sports [20]. Further analysis revealed that the effects of different dimensions of BPN on college students’ SP varied. Specifically, competence need had the most significant impact, followed by relatedness need and autonomy need. This finding highlights the critical role of fulfilling competence need in promoting SP. When college students experience personal improvement or receive positive feedback from coaches during physical activities, their self-confidence is enhanced, their competence need is satisfied, and they are more likely to continue participating in sports in the future [21]. In addition, relatedness need also plays an important role in promoting SP. Establishing positive cooperative and competitive relationships with coaches, teammates, and peers during physical activities not only enhances college students’ sense of belonging but also fosters their long-term engagement in SP [22]. Although autonomy need is also important, the study found that its impact on SP was relatively weaker. This suggests that in the context of college students’ SP, external factors such as positive feedback may be more influential than the freedom to choose or control activities. This result may be closely related to the collectivist cultural background in China. In collectivist cultures, such as that of China, emphasis is placed on group cooperation and the development of social relationships, and individuals tend to value interpersonal interaction and support more highly. This cultural orientation may enhance the roles of relatedness and competence needs in SP. Particularly in team sports and group-based physical activities, external incentives may be more effective in motivating college students to engage actively. Therefore, the influence of BPN on SP may be shaped by cultural context. Some studies have suggested that under different cultural settings and levels of educational pressure, the effects of BPN may vary. These factors may serve as moderators in the relationship between BPN and SP [59]. Future research could explore how different cultural backgrounds and educational environments influence the relationship between BPN and SP through cross-cultural comparisons, thereby enriching both the theoretical understanding and practical applications in this field.

Direct impact of exercise motivation on sports participation

EM significantly and positively influenced SP, confirming Hypothesis 2. This finding aligns with the study by Esmaeilzadeh et al. [25], which suggests that higher EM levels are linked to more physical activity and reduced sedentary behavior, indicating that EM effectively promotes SP. According to SDT, EM leads university students to focus more on the enjoyment and satisfaction they gain from the activity itself, rather than merely pursuing external rewards or outcomes. This focus on the process of the activity not only enhances the quality of the sports experience but also boosts positive emotions, thereby promoting SP [24]. In addition, EM helps university students overcome external distractions and challenges, making them more likely to persist in physical activities over the long term rather than giving up easily [27]. At the same time, stronger EM leads university students to invest more energy and attention during physical activities, thereby improving performance and experience, which further enhances their enthusiasm for SP [28]. Therefore, intrinsic sport motivation can effectively promote university students’ sustained involvement in physical activities. However, other studies have shown that when students face external pressures, such as academic demands or time constraints, the effect of EM may be weakened [73]. Future research could explore the interactive effects between external pressures and EM, investigating how to maintain or enhance EM in high-pressure environments, thereby further promoting SP.

Direct impact of social support on sports participation

The results showed that all three dimensions of SS significantly and positively influenced college students’ SP, supporting H3a, H3b, and H3c. This finding is in line with the study by Zhang et al. [33], which indicates that support from parents, coaches, and peers is a key factor in promoting individuals’ sustained engagement in physical activities. SS as an external motivator, can improve university students’ positive experiences in physical activities, making them more willing to engage in sports [32]. This study further examined the specific effects of the three dimensions of SS on college students’ SP. The results showed that family support had the most significant impact. Parents’ provision of emotional support, financial assistance, and positive feedback significantly increased students’ SP. Encouragement, companionship, and financial support from family members, such as covering the cost of sports courses, helped students overcome barriers to physical activity and maintain long-term engagement [35, 36]. Secondly, peer support had the next strongest influence on SP. It played a vital role by stimulating a sense of competition and facilitating social interaction. Especially in team sports and socially oriented physical activities, peer support not only enhanced college students’ sense of engagement but also increased the enjoyment and sustainability of their participation [37, 38]. For example, interactions and joint participation in physical activities among friends not only strengthen emotional bonds but also motivate individuals to engage more actively in sports through competitive mechanisms embedded in friendships. In addition, support from other sources, such as guidance from coaches and resources provided by the university, also had a positive impact on SP, though the effect was relatively weaker. Coaches help students improve their skills through professional instruction and personalized feedback, while universities create more opportunities for participation by offering facilities and organizing sports activities. However, such support is often limited to specific contexts and lacks the continuous presence in daily life that family and peer support typically provides [40]. This finding suggests that different types of SS may operate through distinct mechanisms in promoting SP. Family and peer support, due to their continuity and depth of emotional connection, tend to exert more direct and lasting influences on college students’ engagement in physical activity. In contrast, support from coaches or universities, while beneficial in specific contexts, tends to be more indirect and dependent on external conditions. Therefore, future research should more closely examine the specific mechanisms through which different sources of SS promote SP, assess their roles across cultural contexts and types of physical activities, and further clarify the extent and nature of their influence.

Mediating role of sport commitment

The results revealed that SC significantly mediated the relationships between all three dimensions of BPN and SP, supporting H4a, H4b, and H4c. This finding aligns with the research by Leyton-Román et al. [45], which suggests that individuals whose BPN are met are more likely to show higher SC, accompanied by more active SP [42]. Specifically, SC served as the strongest mediator in the relationship between relatedness need and SP, followed by competence need and autonomy need. First, the mediating effect of relatedness need on SP through SC was particularly prominent. The sense of belonging and social interaction that college students gain through physical activities significantly enhanced their SC. This effect was especially evident in group-based activities, where students who felt accepted and built positive relationships with others experienced stronger social bonds. These bonds not only reinforced their SC but also motivated sustained engagement in SP [24, 48]. Secondly, the impact of competence need on SC is also noteworthy. When college students experience skill improvement and receive positive feedback during physical activities, their self-confidence is enhanced, which in turn strengthens their SC. This heightened sense of commitment makes them more willing to invest time and effort, thereby promoting sustained participation in physical activities [41, 47]. Although the effect of autonomy need was relatively weaker in this study, its contribution to SC should not be overlooked. Autonomy in physical activity, such as the ability to choose sports, set personal goals, and manage one’s own training plan, can enhance students’ interest and sense of control over their participation. The fulfillment of autonomy need primarily strengthens SC by fostering intrinsic interest and perceived control, which in turn indirectly promotes their engagement in SP [43, 46]. In summary, SC played a crucial mediating role in the relationships between the three dimensions of BPN and SP, with relatedness need showing the most prominent mediation effect. These findings underscore the importance of satisfying BPN, particularly relatedness need, in promoting college students’ engagement in physical activity, and provide a theoretical foundation for designing effective interventions to enhance SP in the future.

SC mediates the relationship between EM and SC, meaning that increased EM helps enhance university students’ SC, which in turn further promotes their SP n, confirming Hypothesis 5. This finding is consistent with the research by Mohebi et al. [50], which suggests that EM can increase individuals’ SC, and higher SC is typically associated with more frequent SP [42]. EM stems from university students’ interest in the physical activity itself. When they develop a strong interest in a particular sport, they are more likely to make a SC, using it as motivation to continue participating in physical activities [46, 49]. According to the SC model, EM reflects university students’ positive emotions towards sports and directly promotes the formation of SC. In turn, SC enhances students’ self-discipline, making them more willing to persist in SP [24, 52]. Furthermore, studies have discovered that physical activity brings enjoyment, and this positive experience satisfies university students’ EM, further strengthening their SC and ultimately promoting sustained SP [51]. Therefore, EM indirectly promotes the sustainability of SP by enhancing university students’ SC.

The study found that SC significantly mediated the relationships between all three dimensions of SS and SP, supporting H6a, H6b, and H6c. This finding aligns with the study by Sevil-Serrano et al. [44], indicating that individuals who experience autonomy support from coaches during sports are more likely to enhance their SC, thereby promoting SP [42]. According to SCT, SS can enhance university students’ SC by providing emotional support and practical assistance. SC, in turn, is a key predictor of their continued participation in physical activities [36]. Specifically, SC served as the strongest mediator in the relationship between peer support and SP, followed by other support and family support. Among the three dimensions of SS, peer support played the most prominent role. Emotional support and social interaction provided by friends significantly enhanced college students’ SC, particularly in team sports and socially oriented activities. Through joint participation in physical activities, friends can reinforce one another’s SC, thereby promoting greater engagement in SP [43, 53]. Secondly, the mediating role of SC in the relationship between other sources of support (such as guidance from coaches and institutional resources) and SP should not be overlooked. Personalized feedback and skill instruction provided by coaches help enhance students’ self-confidence, thereby strengthening their SC. Universities also contribute by offering resources and organizing activities that create favorable conditions for participation. Although the impact of this type of support is somewhat weaker than that of peer support, it still indirectly promotes SP by enhancing SC [44]. Finally, the mediating role of SC in the relationship between family support and SP was relatively weaker. Although families help alleviate external pressures associated with SP by providing emotional support and financial assistance, such support is primarily reflected in material security and emotional comfort, rather than directly influencing students’ SC. Therefore, compared with peer support and other support, the effect of family support on SP through SC is more limited [24, 54]. In addition, it is worth noting that the relationship between SC and SP may vary across different types of sports. Team sports may strengthen SC due to the promotion of social connections, while individual sports may rely more on personal interest and motivation [57]. Future research could explore the differences in the impact of different types of sports activities on SC, such as team sports versus individual sports, to reveal the moderating role of sport activity type in the relationship between commitment and participation.

The moderating role of gender

Gender moderates the relationship between SC and SP, thus confirming Hypothesis 7. This is consistent with the study by Angosto et al. [58], which indicates that there are more men than women in high SC groups. Socio-cultural expectations and norms regarding the different roles of men and women may significantly influence individuals’ sports behaviors [60]. Men are typically expected to demonstrate greater competitiveness, physical strength, and athletic ability, which makes them more likely to engage in high-intensity, competitive sports activities under SC. In contrast, women face more social pressure regarding body image and athletic performance. These cultural expectations may lead women to experience more psychological resistance and social pressure when translating SC into actual participation behavior [41, 59]. Additionally, gender differences in psychological and physiological characteristics also influence the way individuals participate in sports. Men typically exhibit stronger extraversion and competitiveness, which makes them more actively engaged in physical activities under higher SC. In contrast, women tend to participate in non-competitive, socially oriented activities such as yoga and dance, which may have a different impact on the pathway of commitment transformation [57]. Therefore, gender, as an individual difference variable, influences the pathway through which SC is translated into actual participation behavior, and it exhibits a significant moderating effect across different gender groups.

Research significance

This study has important theoretical and practical implications. From a theoretical perspective, first, it reveals how BPN, EM, and SS influence SP through SC, offering a fresh perspective on the underlying mechanisms of university students’ sports behavior. This enriches the theoretical framework in the fields of sports psychology and behavioral science. Second, SC, as a psychological tendency for long-term engagement in physical activities, is confirmed in this study as an important bridge connecting BPN, EM, SS, and SP. This finding not only provides new empirical support for SCT but also expands its applicability in sports behavior research, offering a theoretical foundation for further understanding the internal mechanisms that drive university students’ sustained participation in physical activities. Finally, the study results indicate that BPN, EM, and SS (based on SDT) collectively influence SP, with SC (based on the SCT) playing a key mediating role. This finding contributes to the integration of different theoretical models and provides a reference for constructing a more comprehensive theoretical framework for future research. It thereby deepens our understanding of the motivation behind university students’ sports behavior and the mechanisms that support their continued participation. Future research could further explore the integration of these theoretical models, examining how to incorporate external motivation or pressure models to expand the understanding of sports behavior.

From a practical perspective, first, this study shows that improving university students’ satisfaction of BPN, enhancing EM, and providing adequate SS all contribute to increased levels of SP. Therefore, educators in physical education, school administrators, and related institutions can promote sustainable SP by optimizing the sporting environment, improving incentive mechanisms, and fostering social interactions, thus strengthening university students’ commitment to physical activity. For example, universities could enhance SS among students by organizing more group sports activities or establishing sports communities. In addition, implementing incentive mechanisms, such as awarding credits or certificates to students for regularly participating in physical activities, can further encourage students to continue engaging in sports. Secondly, the research findings indicate that gender moderates the relationship between SC and SP, suggesting that universities should consider gender differences when developing sports promotion strategies. For example, more targeted sports activities could be designed based on the different needs and preferences of men and women in physical activities, such as offering more competitive programs for men and providing social, low-intensity activities for women. Furthermore, emphasizing the importance of SC in university physical education and student health promotion can help enhance long-term sports behavior. Universities can cultivate EM, satisfy BPN, and provide adequate SS by offering personalized exercise programs, promoting sports activities that align with students’ interests, and encouraging peer support networks. Finally, for university sports clubs, campus fitness centers, and other sports organizations, enhancing students’ SC can improve participation retention and long-term engagement. In practice, this can be achieved by strengthening community support, offering personalized exercise guidance, and establishing reasonable incentive mechanisms. These efforts will further increase students’ SC, promote sustained SP, and contribute to the sustainable development of university sports education and the fitness industry.

Limitations and future research directions

This study employed a cross-sectional research design, which, while revealing the correlations between variables, cannot directly infer causal relationships. Future research could adopt a longitudinal design to track college students’ SP behavior over an extended period, thereby enabling a more accurate exploration of the causal relationships between variables. In addition, this study primarily relied on self-report questionnaires, which may introduce social desirability bias, as participants might tend to provide answers that align with social norms rather than accurately reflecting their actual SP. Future research could combine subjective reports with objective data (e.g., exercise data recorded by wearable devices) to measure SP levels, thereby improving the accuracy and reliability of the data. Although this study confirmed that participants engaged in sports behavior through screening items, it did not further collect data on the specific types of sports activities they participated in (e.g., team sports or individual sports). This limitation may affect the understanding of the differential impact of various sports activities on psychological variables. Future research could further refine the types of sports activities and participation frequency to provide a deeper understanding of how specific sports contexts influence behavior and psychological mechanisms. Additionally, the sample in this study was drawn from three universities in Anhui Province, China, which introduces a degree of regional concentration in the sample selection. This may affect the generalizability of the research findings to a broader university student population. Nevertheless, the large sample size and the use of random sampling methods ensure that the results are representative of this region. Future research could expand the sample scope to include groups from different regions and cultural backgrounds, thereby enhancing the generalizability of the study’s conclusions. This study examined SS as an overall variable, without further distinguishing its specific sources, such as support from parents, peers, or coaches. Different sources of SS may have varying mechanisms and effects on influencing university students’ SP. Future research could refine the measurement dimensions of SS, comparing the strength and pathway differences of various support sources, to gain a more comprehensive understanding of the specific impact mechanisms of SS in university students’ sports behavior. Finally, this study did not separately explore the different dimensions of BPN. Given that BPN includes several distinct components, such as autonomy, competence, and relatedness, future research could examine these dimensions individually to assess their unique contributions to university students’ SP behavior. Separating the BPN dimensions may provide a more detailed understanding of how each need influences SP and its psychological mechanisms.

Conclusion

This study systematically investigates the mediating role of SC in the relationship between BPN, EM, SS, and university students’ SP. The results indicate that BPN, EM, and SS all significantly and positively influence SP, and that SC indirectly promotes students’ SP by enhancing their commitment to physical activity. Additionally, the study found that gender plays a significant moderating role between SC and SP. Specifically, men are more likely to translate higher levels of SC into actual SP, while the conversion effect is relatively weaker for women. This finding highlights the importance of considering gender differences when developing strategies to promote SP. Based on this, the study not only highlights the direct effects of BPN, EM, and SS on university students’ SP, but also emphasizes the key role of SC in this process, as well as the moderating effect of gender. On a practical level, university sports educators, sports administrators, and relevant policymakers can enhance students’ SC levels by providing more sports resources, increasing students’ autonomy and sense of belonging in sports activities, and establishing a strong SS system, thereby promoting their long-term engagement in physical activities. Furthermore, considering gender differences, developing more personalized intervention strategies can help enhance the sustained participation of both male and female students.

Electronic supplementary material

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Abbreviations

BPN

Basic Psychological Needs

CFA

Confirmatory factor analysis

CFI

Comparative fit index

CMIN

Chi-square value

DF

Degrees of freedom

EM

Exercise Motivation

GFI

Goodness-of-fit index

IFI

Incremental fit index

Kur

Kurtosis

M

Mean

MAX

Maximum value

MIN

Minimum value

N

Sample size

RMSEA

Root mean square error of approximation

SC

Sport Commitment

SCT

Sport Commitment Theory

SD

Standard deviation

SDT

Self-Determination Theory

SK

Skewness

SP

Sports Participation

SS

Social Support

TLI

Tucker- Lewis index

VIF

Variance inflation factor

Author contributions

Conceptualization: Hongjun Tao; Methodology: Hongjun Tao; Formal analysis and investigation: Hongjun Tao; Writing - original draft preparation: Hongjun Tao; Writing - review and editing: Hongjun Tao; Supervision: Fangliang Yu. All the authors have read and agreed to the published version of the manuscript.

Funding

This work was supported by the Key Project of 2023 Philosophy and Social Sciences in Higher Education Institutions of Anhui Province (No.2023AH050153).

Data availability

The data that support the findings of this study are available on request from the corresponding author.

Declarations

Ethics approval and consent to participate

The researchers confirms that all research was performed in accordance with relevant guidelines/regulations applicable when human participants are involved (e.g., Declaration of Helsinki or similar). This study was approved by the Ethics Committee of Anhui Jianzhu University, with ethical approval number 2024002. The participants received oral and written information and provided written informed consent before participating in the study.

Consent for publication

Not applicable.

Competing interests

The authors declare no competing interests.