The impact of physical activity on the psychological wellbeing and study abroad satisfaction of Chinese international students in a cross-cultural context

Zhaoyu Liu; Qingyun Quan; Biao Long; Soohyun Kim

doi:10.1186/s12889-026-27280-w

. 2026 Apr 15;26:1689. doi: 10.1186/s12889-026-27280-w

The impact of physical activity on the psychological wellbeing and study abroad satisfaction of Chinese international students in a cross-cultural context

Zhaoyu Liu ^1,^✉, Qingyun Quan ², Biao Long ¹, Soohyun Kim ^1,^✉

PMCID: PMC13200439 PMID: 41987152

Abstract

Purpose

As the largest source country for international students, Chinese students often encounter challenges related to mental health and study abroad satisfaction during the process of cross-cultural adaptation. While physical activity is generally considered related to mental health, its potential mechanisms and contextual moderating factors have not been systematically studied. This study aims to explore the relationship between physical activity, mental health, and study abroad satisfaction, and to examine the moderating role of digital social media use.

Methods

A cross-sectional survey was conducted among 589 Chinese international students from nine countries. Ten validated scales were used to assess physical activity level, psychological wellbeing, study abroad satisfaction, and related psychosocial mechanisms. Structural equation modeling and the PROCESS macro were employed to test chain mediation and moderation effects.

Results

There is a significant positive association between physical activity and mental health. The study identified two chain mediation relationships: (1) social interaction competence → emotion regulation ability → positive coping strategies; (2) body image satisfaction → cultural adaptation level → social support level. In addition, a significant relationship exists between mental health and study abroad satisfaction. Moderation analysis indicates that digital social media use is related to the positive association between physical activity and mental health.

Conclusions

Physical activity is positively associated with the mental health of Chinese international students and is related to higher study abroad satisfaction through dual psychosocial pathways. The use of digital social media appears to play a positive moderating role in this process, suggesting that cross-cultural interventions may achieve better outcomes by combining physical activity with appropriate digital support strategies.

Supplementary Information

The online version contains supplementary material available at 10.1186/s12889-026-27280-w.

Keywords: Physical activity, Psychological wellbeing, Study abroad satisfaction, Chain mediation, Digital social media use, Chinese international students

Background

In recent years, with the continuous advancement of globalized education, the number of Chinese international students has steadily increased. According to the Ministry of Education, since 2000 the number of Chinese students studying abroad has shown a stable upward trend, and by 2023 the cumulative total exceeded 7.2 million [3]. While this “study abroad fever” reflects the intensified exchange of cross-cultural educational resources, many studies have indicated that Chinese international students still face substantial challenges during cross-cultural adaptation, such as loneliness, cultural shock, language barriers, and psychological wellbeing problems [4, 5]. How to maintain good psychological wellbeing in a foreign country and thereby enhance study abroad satisfaction has consequently become an important topic in both educational psychology and public health [6].

Physical activity, as a widely accessible health behavior, has been consistently demonstrated to exert positive effects on psychological wellbeing. Regular physical activity can help reduce negative emotions such as anxiety and depression, and promote subjective wellbeing through emotional regulation and the activation of positive psychological resources [7, 8]. For Chinese international students living in unfamiliar cultural environments, physical activity may play a dual role. On one hand, it helps buffer adaptation-related stress and maintain psychological balance [9, 10], on the other hand, it may serve as an important medium for establishing interpersonal relationships and integrating into host societies [11].

However, most existing research has focused on domestic student populations, while empirical evidence concerning international students remains relatively limited, particularly regarding systematic mediation–moderation mechanisms. Previous studies on general college students suggest that physical activity influences anxiety, depression, and social anxiety through psychosocial mechanisms such as psychological resilience, self-control, and social support [12–14]. Yet among international students, such systematic models remain scarce. Therefore, this study aims to clarify how physical activity improves psychological wellbeing and enhances study abroad satisfaction through multiple psychological processes.

From the mediation perspective, social interaction competence, emotion regulation ability, and positive coping strategies are key psychological mechanisms through which physical activity may influence psychological wellbeing [15, 16]. Participation in physical activity often involves group engagement and collaboration, facilitating the development of social skills and communication confidence in cross-cultural contexts [17]. Meanwhile, the emotional activation effects of physical activity contribute to improved emotional recognition and regulation, providing important psychological resources for coping with stress [18]. Accordingly, the present study proposes the chain mediation pathway of “social interaction competence → emotion regulation ability → positive coping strategies.”

In addition, body image satisfaction, cultural adaptation, and social support may constitute another mechanism linking physical activity to psychological wellbeing. Physical activity not only strengthens physical health but also improves body image satisfaction and appearance-based self-esteem, which can enhance cultural belongingness and willingness for social interaction [19, 32, 69]. Successful cultural adaptation is further associated with higher levels of social support, which plays a crucial buffering role in cross-cultural adjustment [20]. Therefore, the present study also constructs the pathway of “body image satisfaction → cultural adaptation level → social support level” as another chain mediation model.

Moreover, in today’s digitally connected environment, international students’ reliance on social media continues to deepen. Digital social media not only serves as a channel for information acquisition and communication, but may also influence psychological wellbeing and coping responses [21]. Evidence suggests that social media use can enhance social connectedness to some extent and alleviate loneliness and anxiety [22, 23]. Therefore, this study further introduces digital social media use as a moderating variable to examine whether it strengthens or weakens the pathways through which physical activity affects psychological wellbeing.

In summary, drawing on conservation of resources theory, acculturation and sociocultural adaptation theory, and the broaden-and-build theory of positive emotions, this study uses Chinese international students as the sample and attempts to construct an integrated model combining chain mediation effects and moderation effects. Specifically, it systematically examines how physical activity indirectly influences psychological wellbeing through multiple psychological and social mechanisms, and ultimately predicts its effect pathway on study abroad satisfaction. The study aims to provide empirical evidence and theoretical support for promoting the psychological wellbeing of international students and guiding educational interventions.

Theoretical framework

To provide an overarching theoretical basis for the present study, we integrate three complementary perspectives: conservation of resources (COR) theory, acculturation and sociocultural adaptation theory, and the broaden-and-build theory of positive emotions. COR theory posits that individuals strive to obtain, retain, and protect valuable resources, and that stress and psychological strain occur when these resources are threatened or lost [1]. In a cross-cultural context, Chinese international students often experience resource loss in domains such as social networks, emotional support, and perceived control [6]. Within this perspective, physical activity can be conceptualized as a behavioral strategy that helps students build and replenish both intrapersonal and interpersonal resources, thereby enhancing psychological wellbeing [2].

Acculturation and sociocultural adaptation theories further emphasize that successful adjustment to a new cultural environment depends on individuals’ ability to acquire culture-specific skills, internalize new norms, and establish supportive social relationships [36, 39]. In this framework, cultural adaptation level and perceived social support are seen as core sociocultural resources that buffer cross-cultural stress and promote subjective wellbeing and satisfaction with life abroad. Body image satisfaction is also closely linked to self-acceptance and a sense of belonging, and thus contributes to acculturation and social integration.

The broaden-and-build theory argues that positive emotional experiences broaden individuals’ thought–action repertoires and, over time, build enduring psychological and social resources [48]. Physical activity is an important source of such positive emotional states and can therefore initiate upward spirals in which enhanced social interaction competence, emotion regulation ability, and positive coping strategies gradually accumulate into stronger psychological wellbeing. At the same time, in today’s digitally connected context, patterns of digital social media use shape how psychological and sociocultural resources are expressed and reinforced across online and offline environments.

Taken together, these perspectives suggest a dual-path psychosocial resource model. On the one hand, physical activity is expected to foster intrapersonal psychological resources—such as social interaction competence, emotion regulation ability, and positive coping strategies—that promote psychological wellbeing. On the other hand, it may also build sociocultural resources, including body image satisfaction, cultural adaptation, and social support, which likewise enhance psychological wellbeing. Psychological wellbeing, in turn, functions as a central resource shaping students’ overall satisfaction with their study abroad experience, while digital social media use may moderate the extent to which physical activity translates into psychological resource gains.

Direct effect of physical activity on psychological wellbeing

From the perspective of conservation of resources theory and the broaden-and-build theory, physical activity represents a behavioral strategy that generates and replenishes psychological resources. Physical activity has a direct and significant impact on promoting psychological wellbeing. Regular exercise can alleviate negative emotions such as anxiety, depression, and stress through physiological activation, regulation of neurotransmitters—including dopamine, serotonin, and BDNF—and the release of endorphins [24–26]. Particularly for Chinese international students facing cross-cultural adaptation stress, physical activity not only provides a pathway for emotional release and stress regulation but also enhances self-efficacy and emotional stability, thereby improving overall psychological wellbeing [16]. Accordingly, this study proposes Hypothesis H1: Physical activity has a positive effect on psychological wellbeing.

Chain mediation effect of social interaction competence, emotion regulation ability, and positive coping strategies

Consistent with the broaden-and-build theory, physical activity can initiate upward spirals in which social and emotional resources are gradually accumulated. Physical activity is inherently characterized by strong social attributes, often fostering interpersonal connections through teamwork and situational interaction. For international students, participation in physical activity can break down language and cultural barriers, provide a platform for cross-cultural communication, and significantly enhance their social interaction competence [27, 28]. Therefore, a higher level of physical activity is associated with stronger social interaction quality and confidence in the study abroad context, laying a foundation for subsequent psychological adaptation.

Good social interaction competence enables individuals to obtain emotional feedback and express inner feelings during interactions, thereby facilitating more effective recognition and regulation of emotions. In cross-cultural contexts, individuals with stronger social interaction competence are more likely to gain social understanding and emotional support, which in turn enhances their ability to recover and regulate emotions [49]. Therefore, social interaction competence serves as a key psychological resource for the development of emotion regulation ability.

Emotion regulation ability directly influences how individuals respond to stressful events. Those who can effectively regulate their emotions are more likely to adopt positive psychological strategies, such as problem solving and emotional transformation, thereby improving coping effectiveness [29, 30]. In contrast, individuals with poorer regulation ability are more likely to become trapped in negative emotions, leading to avoidance or irrational coping. Therefore, emotion regulation ability serves as an important prerequisite for the development of positive coping strategies.

Positive coping strategies help individuals face challenges and difficulties in a more constructive way, thereby reducing psychological burdens, alleviating perceived stress, and enhancing their sense of control over life [31]. Research has shown that positive coping strategies, such as information seeking and positive cognitive reappraisal, can effectively reduce anxiety and depression while improving psychological wellbeing [30, 32, 69]. Therefore, this study proposes Hypothesis H2: In the pathway through which physical activity level influences psychological wellbeing, the chain mediation of social interaction competence, emotion regulation ability, and positive coping strategies exerts a significant positive mediating effect. This chain mediation pathway reflects an intrapersonal psychological resource process consistent with COR and broaden-and-build perspectives.

Chain mediation effect of body image satisfaction, cultural adaptation level, and social support level

From an acculturation and sociocultural adaptation perspective, physical activity may facilitate international students’ adjustment by enhancing body-related self-evaluations and sociocultural resources. Physical activity not only enhances physical functioning but also contributes to strengthening individuals’ positive perceptions of their body image. Research has shown that participation in physical exercise can improve individuals’ evaluations of body shape, health status, and appearance, thereby enhancing body image satisfaction [33, 34]. For Chinese international students undergoing cultural transition, physical activity can, to some extent, alleviate body anxiety and appearance-related concerns, help rebuild self-confidence, and promote positive identification with both body and mind [35].

When individuals feel satisfied with their own body image, their sense of self-acceptance and security in a cross-cultural environment also increases, making it easier for them to adapt to new cultural norms and social expectations [36, 37]. Research has indicated that higher body image satisfaction enables individuals to integrate into diverse linguistic, dietary, lifestyle, and academic cultures with a more open and confident attitude, thereby enhancing their cultural adaptation level [38].

Improvements in cultural adaptation can significantly enhance the quality of individuals’ interactions with their social environment and strengthen their emotional connections with local people as well as other international students [39]. International students with better cultural adaptation are generally more willing to build interpersonal relationships and more likely to obtain emotional, informational, and instrumental support from peers, teachers, or the community [40]. Therefore, cultural adaptation level serves as a key factor in promoting the enhancement of social support level.

Social support level plays a critical role in psychological adaptation in a foreign country. High levels of social support can help individuals relieve stress, reduce feelings of loneliness, and enhance their sense of belonging and wellbeing [41]. Research has shown that international students who perceive emotional understanding and tangible assistance from others demonstrate significantly better psychological wellbeing compared to those lacking social support [42]. Therefore, social support level represents an important psychological mechanism through which physical activity indirectly influences psychological wellbeing. Accordingly, this study proposes Hypothesis H3: In the pathway through which physical activity level influences psychological wellbeing, the chain mediation of body image satisfaction, cultural adaptation level, and social support level exerts a significant positive mediating effect. This chain mediation pathway represents a sociocultural resource process grounded in acculturation and sociocultural adaptation theories.

Direct effect of psychological wellbeing on study abroad satisfaction

Within the integrated resource-based framework described above, psychological wellbeing functions as a central resource that shapes how students evaluate and respond to their study abroad environment. During cross-cultural adaptation, psychological wellbeing not only reflects individuals’ emotional stability and cognitive functioning but also directly shapes their evaluations of the external environment and their behavioral responses. Existing research has shown that international students with better psychological wellbeing typically possess stronger emotional regulation ability and social adaptability, enabling them to face academic pressure, interpersonal challenges, and cultural differences more positively. As a result, they achieve higher levels of satisfaction across academic, daily life, and emotional domains [40, 43].

Conversely, when psychological wellbeing is low, individuals are more prone to feelings of loneliness, helplessness, and loss of control, which not only undermines their academic performance but may also lead to negative perceptions of their study abroad experience. Therefore, this study proposes Hypothesis H4: Psychological wellbeing has a significant positive predictive effect on study abroad satisfaction; the more positive an individual’s psychological state, the higher their overall satisfaction with study abroad life.

Moderating effect of digital social media use

In the current digital era, patterns of digital social media use shape how psychological and sociocultural resources are expressed and reinforced across online and offline contexts. In recent years, digital social media use has become an important means for Chinese international students to acquire information, maintain social relationships, and regulate emotions. Research has shown that when individuals have higher levels of physical activity, frequent digital social media use can further expand their social networks through online platforms, strengthen emotional expression and social connectedness, and thereby enhance their psychological wellbeing [23]. This suggests that digital social media use may amplify the psychological benefits brought about by physical activity.

Conversely, when individuals demonstrate lower levels of digital social media use, the positive experiences stimulated by physical activity may be less likely to extend into daily interactions, thereby limiting its overall benefits for psychological wellbeing. Thus, digital social media use may exert a moderating effect in the relationship between physical activity level and psychological wellbeing. Accordingly, this study proposes Hypothesis H5: Digital social media use has a significant positive moderating effect on the pathway through which physical activity level influences psychological wellbeing, by amplifying the expression and consolidation of psychological resources in digital environments.

Research model and hypotheses

Based on the above theoretical analysis and empirical evidence, this study constructs the research model shown in Fig. 1. The model systematically examines how physical activity level is associated with the psychological wellbeing of Chinese international students through multiple psychological and social mechanisms, and how psychological wellbeing is further linked to their study abroad satisfaction. Considering the deep embedding of digital environments in individual behaviors, the model also incorporates the moderating role of digital social media use to examine whether it strengthens the association between physical activity and psychological wellbeing. The specific hypotheses of this study are as follows:

H1: Physical activity level has a significant positive predictive effect on psychological wellbeing (path a).
H2: Physical activity level is indirectly associated with psychological wellbeing through social interaction competence (path b), emotion regulation ability (path c), and positive coping strategies (path d), thereby forming a chain mediation effect (path e) along the pathway “bcde.”
H3: Physical activity level is indirectly associated with psychological wellbeing through body image satisfaction (path f), cultural adaptation level (path g), and social support level (path h), thereby forming a chain mediation effect (path i) along the pathway “fghi.”
H4: Psychological wellbeing has a significant positive predictive effect on study abroad satisfaction (path j).
H5: Digital social media use moderates the association between physical activity level and psychological wellbeing (path k), specifically moderating the strength of path a.

Methods

Research procedure

To systematically present the overall methodological process of this study, a research procedure diagram was created (Fig. 2). The procedure mainly consists of three parts: (1) theoretical and literature foundations and conceptual model construction; (2) sample collection and screening; and (3) measurement model and data analysis. This flowchart not only clarifies the sample sources and quality control standards but also illustrates the specific steps of model validation and effect testing, ensuring that the research process is transparent and replicable.

Research participants

The sample size estimation in this study was calculated using the formula proposed by Kish [44]: Inline graphic , This formula has been widely applied in public health and health behavior research. Z = 1.96 represents the critical value of the normal distribution at the 95% confidence level. p denotes the expected proportion of the target population exhibiting a specific characteristic. Since there is currently no reliable prior estimate regarding the relationship between physical activity and psychological outcomes among Chinese international students, and to avoid underestimating the required sample size, we followed conventional practice in public health research and adopted p = 0.5. This value produces the maximum variance p(1 − p), thereby yielding the most conservative (i.e., largest) sample size estimate. d = 0.05 refers to the allowable sampling error (i.e., the acceptable deviation between the estimated and true population proportion), which is also widely used as a standard threshold in health behavior studies. Substituting these parameters into the formula yields a minimum required sample size of approximately 384 participants. In this study, a total of 589 valid responses were collected, exceeding the theoretical minimum requirement and ensuring adequate statistical power.

Chinese international students currently studying abroad were recruited using an online questionnaire survey. Considering the practical difficulty of implementing strictly probabilistic sampling in an online context, convenience sampling and snowball sampling strategies were adopted. The questionnaire was distributed through online platforms and covered students from nine countries/regions, including South Korea (126, 21.4%), Japan (104, 17.7%), the United States (92, 15.6%), the United Kingdom (75, 12.7%), Canada (68, 11.6%), Germany (52, 8.8%), Australia (40, 6.8%), Singapore (23, 3.9%), and Malaysia (9, 1.5%) (Fig. 3). This geographical spread helped enhance the representativeness of the sample distribution across different host countries.

Fig. 3 — Distribution of the sample across countries and regions

A total of 600 questionnaires were collected. To ensure data quality, the survey was conducted anonymously and incorporated multiple quality-control procedures, including duplicate IP detection, identification of extreme response patterns, and a minimum completion-time threshold. After excluding 11 invalid questionnaires (e.g., duplicate submissions, logically inconsistent responses, or excessively short completion time), 589 valid responses were retained, yielding a valid response rate of 98.17%.

In this study, valid data were obtained from 589 Chinese international students aged 18 years and above. Among them, 303 were male (51.5%), with a mean age of 28.56 years (SD = 2.93), while the female participants had a mean age of 28.19 years (SD = 2.97).

Measurement instruments

A total of ten scales were employed in this study, all of which were adapted from previously validated instruments and grounded in relevant theoretical frameworks. All adapted measures underwent revalidation, including exploratory and confirmatory factor analyses, internal consistency reliability testing, and structural validity assessment, and the results met established psychometric standards. Accordingly, each construct in this study was modeled as a second-order latent variable composed of its corresponding first-order dimensions.

Physical Activity Level: Comprised of three second-order dimensions—frequency, duration, and intensity—with a total of 10 first-order items [45, 46]. Social Interaction Competence: Comprised of three second-order dimensions—online interaction, offline communication, and emotional expression—with a total of 10 first-order items [47]. Emotion Regulation Ability: Comprised of three second-order dimensions—emotional recovery speed, emotion recognition, and emotional response—with a total of 9 first-order items [48–50]. Positive Coping Strategies: Comprised of three second-order dimensions—problem solving, emotion control, and emotion transformation—with a total of 10 first-order items [31, 51]. Body Image Satisfaction: Comprised of four second-order dimensions—body image perception, health evaluation, body satisfaction, and weight concern—with a total of 11 first-order items [52]. Cultural Adaptation Level: Comprised of five second-order dimensions—language adaptation, dietary adaptation, interpersonal adaptation, academic adaptation, and adaptation to social norms—with a total of 16 first-order items [36, 53, 54]. Social Support Level: Comprised of three second-order dimensions—intimate support, instrumental support, and emotional understanding—with a total of 16 first-order items [41, 55]. Psychological Wellbeing: Comprised of three second-order dimensions—emotional disorders, emotional adjustment, and psychological cognition—with a total of 10 first-order items [56–58]. Study Abroad Satisfaction: Comprised of four second-order dimensions—academic adaptation, emotional adaptation, social adaptation, and sense of belonging—with a total of 12 first-order items [59]. Digital Social Media Use: Comprised of three second-order dimensions—browsing frequency, interactivity, and perceived trust—with a total of 13 first-order items [21, 60, 61].

To ensure cross-cultural equivalence of the measurement instruments, a rigorous translation–back translation procedure was implemented. Two bilingual researchers with expertise in sport psychology independently translated the original scales, after which a third bilingual expert conducted the back-translation. All discrepancies were discussed within the research team and revised until semantic consistency and cultural appropriateness were achieved. In addition, three domain experts (sport psychology, cross-cultural education, and psychometric methodology) evaluated the relevance, clarity, and cultural suitability of the items, based on which minor wording refinements and necessary item integration were conducted. Finally, supported by both theoretical rationale and empirical evidence, several constructs were specified as second-order structures: the EFA results confirmed their clear multidimensional nature, while the CFA further demonstrated good model fit and superior parsimony of the second-order models.

Data analysis

Multiple statistical procedures were employed in this study to ensure the reliability and validity of the measurement model and to systematically examine the significance of the chain mediation and moderation relationships (with the significance level set at p < 0.05).

First, to assess potential common method bias (CMB), a single-factor confirmatory factor analysis (CFA) was conducted in AMOS 26.0. All measurement items were constrained to load onto a single latent factor to construct a one-factor model, thereby examining whether substantial CMB existed in the dataset.

Second, based on the first-order model, confirmatory factor analysis was conducted for the ten latent variables, and items with factor loadings below 0.45 were removed. A second-order model was subsequently constructed, and its fit indices met the established statistical criteria, providing further support for the structural validity of the measurement model.

Third, IBM SPSS 26.0 was used to conduct correlation and descriptive statistical analyses to examine the preliminary associations among variables and their distributional characteristics. To further test the chain mediation relationships, structural equation modeling (SEM) was conducted in AMOS 26.0. The chain mediation pathways were pre-specified, and the bootstrap method (5,000 resamples) was applied to estimate bias-corrected confidence intervals, which were used to evaluate the statistical significance of the three hypothesized chain mediation pathways.

Finally, to examine the moderating relationship, regression analysis was performed using the PROCESS macro (Model 1) in SPSS to test the moderating role of digital social media use in the association between physical activity level and psychological wellbeing. In addition, to facilitate interpretation, simple slope plots were generated from the PROCESS output and refined using Microsoft PowerPoint (Version 2019), providing graphical visualization of the moderation results.

Results

Common method bias and model fit test

To examine whether common method bias existed in this study, a single-factor confirmatory factor analysis (CFA) was conducted using AMOS [62]. All measurement variables were loaded onto one latent factor to construct a single-factor model. The results indicated poor model fit: χ² = 12,592.696, p = 0.000, df = 434, χ²/df = 29.015, GFI = 0.378, AGFI = 0.289, CFI = 0.362, NFI = 0.355, RMSEA = 0.218. All indices failed to reach the model fit criteria proposed by Hu and Bentler [63] (p > 0.05, χ²/df ≤ 3, GFI, AGFI, CFI, NFI ≥ 0.90, RMSEA ≤ 0.06), suggesting that a single factor could not adequately explain the variance among all measurement variables.

Subsequently, a measurement model including all latent variables was tested, and the results demonstrated good model fit: χ² = 467.897, p = 0.069, df = 424, χ²/df = 1.104, GFI = 0.952, AGFI = 0.943, CFI = 0.998, NFI = 0.976, RMSEA = 0.013. These results indicate that common method bias was not a serious concern in this study.

Although the measurement instruments in this study were based on prior research, the change in context and participants may have introduced measurement errors. Therefore, this study further validated the specific fit indices of all latent variables and the overall model. As shown in Table 1, the fit indices of the 10 variables and their integrated model all met the required standards, indicating that the measurement instruments used in this study are reliable and appropriate as the formal measurement tools for the present research.

Table 1.

Model fit verification

Variable	χ²	df	χ²/df	GFI	AGFI	CFI	NFI	RMSEA
PAL	35.200	32	1.100	.989	.981	.998	.993	.020
SIC	38.400	32	1.200	.986	.977	.996	.991	.030
ERA	27.600	24	1.150	.988	.980	.997	.992	.025
PCS	40.000	32	1.250	.985	.973	.995	.989	.035
BIS	41.040	38	1.080	.990	.983	.999	.994	.015
CAL	98.700	94	1.050	.989	.985	.999	.995	.010
SSL	101.000	101	1.000	.991	.987	.999	.996	.001
PW	32.000	32	1.000	.992	.988	.999	.996	.000
SAS	48.000	48	1.000	.991	.987	.999	.996	.000
DSMU	69.620	59	1.180	.987	.978	.996	.991	.028
Model	467.897	424	1.104	.952	.943	.997	.976	.013

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PAL Physical Activity Level, SIC Social Interaction Competence, ERA Emotion Regulation Ability, PCS Positive Coping Strategies, BIS Body Image Satisfaction, CAL Cultural Adaptation Level, SSL Social Support Level, PW Psychological Wellbeing, SAS Study Abroad Satisfaction, DSMU Digital Social Media Use

Confirmatory factor analysis

Based on the first-order measurement model, this study conducted confirmatory factor analysis (CFA) in AMOS for all observed variables. Following Brown’s [64] recommendations, items with standardized factor loadings below 0.45 were removed as the deletion criterion. As a result, 5 items (accounting for 3.42% of all items) were deleted, while the remaining items demonstrated satisfactory statistical properties. On this basis, and guided by the research design and established theoretical framework—namely Conservation of Resources theory, cultural adaptation theory, and the broaden-and-build theory of positive emotions—the second-order latent construct models of the core variables were theoretically specified rather than derived from data-driven procedures.

Standardized coefficients (see Table 2) showed that the standardized factor loadings (Std.) of all measurement variables in the second-order model ranged from 0.86 to 0.95 and were all statistically significant (p < 0.001), indicating strong associations between the observed indicators and their corresponding latent constructs. Meanwhile, the Composite Reliability (CR) values for all latent variables ranged from 0.92 to 0.96, and the Average Variance Extracted (AVE) values ranged from 0.79 to 0.88, demonstrating good internal consistency and convergent validity. Overall, the measurement structure met the criteria proposed by Fornell and Larcker [65]—standardized loadings > 0.50, CR > 0.60, and AVE not lower than 0.40 when CR is high—indicating that the measurement model in this study possesses sound structural validity and measurement stability.

Table 2.

Confirmatory factor analysis

Latent Variable	Observed Ariable	Unstd	SE	Z	p	Std	SMC	CR	AVE	Cronbach’ s α
PAL	PAL1	1.00				0.89	0.81	0.93	0.81	0.93
	PAL2	1.01	0.03	32.00	***	0.90	0.82
	PAL3	0.98	0.03	32.06	***	0.90	0.82
SIC	SIC1	1.00				0.93	0.86	0.92	0.80	0.93
	SIC2	0.95	0.03	31.86	***	0.87	0.77
	SIC3	0.95	0.02	32.98	***	0.87	0.76
ERA	ERA1	1.00				0.88	0.77	0.92	0.79	0.92
	ERA2	1.04	0.04	29.74	***	0.89	0.81
	ERA3	0.99	0.03	29.48	***	0.89	0.79
PCS	PCS1	1.00				0.92	0.85	0.93	0.81	0.93
	PCS2	0.97	0.03	31.21	***	0.88	0.77
	PCS3	1.01	0.03	32.44	***	0.89	0.80
BIS	BIS1	1.00				0.89	0.80	0.94	0.80	0.94
	BIS2	1.02	0.03	34.17	***	0.91	0.83
	BIS3	1.04	0.03	34.79	***	0.92	0.84
	BIS4	1.01	0.03	29.90	***	0.86	0.74
CAL	CAL1	1.00				0.87	0.75	0.95	0.81	0.95
	CAL2	1.03	0.03	30.49	***	0.89	0.78
	CAL3	1.04	0.03	31.71	***	0.90	0.81
	CAL4	1.03	0.03	33.09	***	0.92	0.85
	CAL5	1.05	0.03	31.49	***	0.90	0.81
SSL	SSL1	1.00				0.95	0.90	0.95	0.86	0.95
	SSL2	0.99	0.02	42.73	***	0.93	0.87
	SSL3	0.97	0.03	37.71	***	0.89	0.79
PW	PW1	1.00				0.93	0.86	0.96	0.88	0.96
	PW2	1.01	0.02	45.04	***	0.95	0.91
	PW3	0.99	0.02	40.94	***	0.93	0.85
SAS	SAS1	1.00				0.92	0.86	0.96	0.85	0.96
	SAS2	0.99	0.03	39.97	***	0.91	0.84
	SAS3	1.01	0.03	39.34	***	0.92	0.83
	SAS4	1.02	0.02	41.88	***	0.93	0.87
DSMU	DSMU1	1.00				0.92	0.85	0.94	0.83	0.94
	DSMU2	1.01	0.03	39.97	***	0.89	0.78
	DSMU3	1.01	0.03	39.34	***	0.93	0.86

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^***p < .001

Correlation and descriptive statistical analysis

Based on the descriptive statistics in Table 3 and the standardized correlation coefficients, the mean scores of the 10 latent variables ranged from 3.97 to 4.03, indicating an overall positive evaluation level. The absolute values of skewness ranged from 0.01 to 0.07, and the absolute values of kurtosis ranged from 0.54 to 0.94, all within the thresholds recommended by George [66], i.e., absolute skewness < 2 and kurtosis < 7. These results suggest that the data distribution approximates normality.

Table 3.

Correlation and descriptive statistics

Variable	1	2	3	4	5	6	7	8	9	10
1.PAL	*0.97*
2.SIC	.36**	*0.96*
3.ERA	.13**	.26**	*0.96*
4.PCS	.04	.09*	.34**	*0.96*
5.BIS	.37**	.12**	.05	.04	*0.97*
6.CAL	.14**	-.03	.01	.001	.30**	*0.98*
7.SSL	.09*	.09*	.04	-.03	.08	.27**	*0.98*
8.PW	.34**	.17**	.10*	.19**	.12**	.14**	.50**	*0.98*
9.SAS	.33**	.18**	.09*	.19**	.12**	.14**	.50**	.95**	*0.98*
10.DSMU	.10*	.08	-.01	.001	.09*	.01	.01	.001	.01	*0.97*
M	3.98	4.00	3.97	4.00	4.00	3.98	4.00	4.03	4.03	3.99
SD	1.53	1.15	1.14	1.15	1.18	1.12	1.10	0.81	0.81	1.48
Skewness	−0.01	0.04	0.50	0.02	−0.06	−0.06	0.01	0.06	0.03	−0.07
Kurtosis	−0.94	−0.62	−0.71	−0.78	−0.60	−0.65	−0.81	0.54	0.56	−0.94

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Diagonal entries in bold italics represent the square root of AVE

^**p﹤.01

^*p﹤.05

Furthermore, to verify discriminant validity, the AVE criterion proposed by Fornell and Larcker [65] was applied. The results showed that the square root of AVE for each latent variable was greater than its correlations with other variables, indicating good discriminant validity among the constructs [67].

Chain mediation analysis

Figure 4 presents the standardized regression coefficients for each chain mediation pathway. To enhance the completeness of reporting, the corresponding unstandardized path coefficients generated by AMOS are also provided: the path from physical activity level to psychological wellbeing (path a) was γ = 0.30, p < 0.001; the path from physical activity level to social interaction competence (path b) was γ = 0.39, p < 0.001; the path from social interaction competence to emotion regulation ability (path c) was γ = 0.28, p < 0.001; the path from emotion regulation ability to positive coping strategies (path d) was γ = 0.37, p < 0.001; the path from positive coping strategies to psychological wellbeing (path e) was γ = 0.21, p < 0.001; the path from physical activity level to body image satisfaction (path f) was γ = 0.39, p < 0.001; the path from body image satisfaction to cultural adaptation level (path g) was γ = 0.32, p < 0.001; the path from cultural adaptation level to social support level (path h) was γ = 0.29, p < 0.001; the path from social support level to psychological wellbeing (path i) was γ = 0.51, p < 0.001; and the path from psychological wellbeing to study abroad satisfaction (path j) was γ = 0.90, p < 0.001.

Fig. 4 — Chain mediation path diagram. PAL = Physical Activity Level; SIC = Social Interaction Competence; ERA = Emotion Regulation Ability; PCS = Positive Coping Strategies; BIS = Body Image Satisfaction; CAL = Cultural Adaptation Level; SSL = Social Support Level; PW = Psychological Wellbeing; SAS = Study Abroad Satisfaction; DSMU = Digital Social Media Use. effect ‘a’ = PAL → PW; effect ‘bcde’ = PAL → SIC → ERA → PCS → PW; effect ‘fghi’ = PAL → BIS → CAL → SSL → PW; effect ‘j’ = PW → SAS

The structural equation model was employed to examine the chain mediation pathways and evaluate their statistical significance. First, the bootstrap method was used to estimate the standard errors of the chain mediation effects and further assess their significance. As shown in Table 4, the standardized coefficient was 1.167, with a SE of 0.032.

Table 4.

Chain mediation effects

Hypotheses	β	SE	Z	95% CI
H1 effect ‘a’	0.159	0.023	6.91	[0.116, 0.207]
H2 effect ‘bcde’	0.005	0.001	5.00	[0.003, 0.007]
H3 effect ‘fghi’	0.010	0.002	5.00	[0.006, 0.015]
H4 effect ‘j’	0.994	0.200	4.97	[0.949, 1.041]
Total	1.167	0.032	36.47	[1.105, 1.229]

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effect ‘a’ = PAL → PW; effect ‘bcde’ = PAL → SIC → ERA → PCS → PW; effect ‘fghi’ = PAL → BIS → CAL → SSL → PW; effect ‘j’ = PW → SAS

The test statistic was calculated as Z = β/SE, yielding Z = 36.47, which exceeded the critical value of 1.96. The 95% confidence interval (CI) [1.105,1.229] did not include zero, indicating that the total model effect was statistically significant. Specifically:

H1 pathway ‘a’: The direct effect was β = 0.159, SE = 0.023, Z = 6.91, with a bias-corrected 95% CI of [0.116,0.207]. Because the CI did not include zero, the direct effect in H1 was statistically significant.
H2 pathway ‘bcde’: The serial mediation effect was β = 0.005, SE = 0.001, Z = 5.00, with a bias-corrected 95% CI of [0.003,0.007]. This indicates that the effect size of this serial mediation pathway is small, but statistically significant.
H3 pathway ‘fghi’: The serial mediation effect was β = 0.010, SE = 0.002, Z = 5.00, with a bias-corrected 95% CI of [0.006,0.015]. This also suggests a small but statistically significant serial mediation effect.
H4 pathway ‘j’: The direct effect was β = 0.994, SE = 0.200, Z = 4.97, with a bias-corrected 95% CI of [0.949,1.041]. Likewise, the CI did not include zero, confirming that the direct effect in H4 was statistically significant.

Moderation effect analysis

To examine the moderating effect of digital social media use in the relationship between physical activity levels and psychological wellbeing, a regression model with an interaction term was constructed using the PROCESS macro (Model 1) in SPSS. The independent variable physical activity level and its interaction term with the moderating variable digital social media use were entered into the analysis. To further explore the moderation effect at high and low levels, a simple slope plot was generated and reported as Fig. 5.

Fig. 5 — Simple slope plot. PAL = Physical Activity Level; PW = Psychological Wellbeing; DSMU = Digital Social Media Use

According to the standardized coefficients in Table 5, the interaction term (k) between physical activity level and digital social media use showed a significant association with psychological wellbeing (β = 0.14, t = 9.77, p < 0.001, 95% CI [0.108, 0.162]), indicating that digital social media use significantly moderated the relationship between physical activity level and psychological wellbeing, thereby supporting H5.

Table 5.

Moderation effects

Variable	Dependent Variable: PW
Variable	β	SE	t	95% CI
Independent: PAL	0.19***	0.02	9.81	[0.152, 0.227]
Moderating: DSMU	−0.01	0.02	−0.38	[−0.047, 0.032]
H5 Interaction: PAL × DSMU(‘k’)	0.14***	0.01	9.77	[0.108, 0.162]
R	0.49
R²	0.24
F(df1, df2)	(3, 585) = 61.29***

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PAL Physical Activity Level, PW Psychological Wellbeing, DSMU Digital Social Media Use

^***p < .001

According to the standardized simple slope test results (Fig. 5), the effect of Physical Activity Level (PAL) on Psychological Wellbeing (PW) differs across levels of Digital Social Media Use (DSMU). Specifically, when DSMU was low (− 1 SD; DSMU = − 1.4753), the conditional effect of PAL on PW was not significant (β = − 0.0091, SE = 0.0274, t = − 0.3308, p = 0.7409, 95% CI [− 0.0630, 0.0448]). In contrast, when DSMU was high (+ 1 SD; DSMU = 1.4753), this positive effect became stronger and was significant (β = 0.3880, SE = 0.0286, t = 13.5550, p < 0.001, 95% CI [0.3318, 0.4443]). Overall, as DSMU increased, the positive association between PAL and PW became significantly stronger, providing more direct simple-slope evidence in support of H5.

Discussion

Drawing on data from 589 Chinese international students, this study constructed and validated a theoretically integrated model combining dual chain mediation pathways and a moderation mechanism to examine how physical activity is associated with psychological wellbeing and how this relationship is further linked to study abroad satisfaction. The results revealed three core findings. First, physical activity showed both direct and indirect associations with psychological wellbeing through two distinct psychosocial resource pathways. Second, psychological wellbeing functioned as a critical psychological resource that significantly predicted study abroad satisfaction. Third, digital social media use strengthened the positive association between physical activity and psychological wellbeing, highlighting the contextual role of digital environments. Taken together, these findings provide empirical support for the theoretical framework grounded in Conservation of Resources theory, broaden-and-build theory of positive emotions, and acculturation theory.

Direct association between physical activity and psychological wellbeing: a resource-generating perspective (H1)

Physical activity was found to show a significant direct positive association with the psychological wellbeing of Chinese international students, a result that is consistent with previous research while being further extended at the theoretical level. Existing studies have predominantly interpreted this relationship from a physiological perspective, suggesting that regular participation in physical activity is associated with enhanced emotional stability and reduced psychological stress through mechanisms such as activation of the endorphin system and regulation of neurotransmitter levels, which are in turn linked to better psychological wellbeing [30, 68]. In addition, previous evidence indicates that physical activity is related to higher levels of self-efficacy, self-control, and cognitive stability, and has therefore been regarded as an adaptive psychological regulatory strategy [32, 69].

Building upon these findings, the present study further interprets this association from the perspective of Conservation of Resources (COR) Theory. This theory posits that psychological health is closely related to the accumulation and maintenance of multiple resources, including emotional stability, cognitive clarity, self-efficacy, and social connectedness. When individuals face resource threats or resource depletion, behaviors that are capable of generating or replenishing psychological resources become particularly meaningful [1]. For international students undergoing cross-cultural adaptation, language barriers, insufficient social support, and cultural uncertainty may contribute to continuous depletion of psychological resources, increasing vulnerability to anxiety, loneliness, and emotional imbalance [6]. Within this context, physical activity may function not only as a physiological regulatory behavior but also as a resource-generating activity: participation in exercise is associated with emotional activation, achievement experiences, and an enhanced sense of control, which may help individuals develop more stable positive psychological experiences, thereby potentially serving as a “psychological buffer” in cross-cultural stress environments [2].

Particularly in situations where daily social interaction opportunities are limited or external support is relatively insufficient, engagement in physical activity may strengthen individuals’ perceived control over their environment and provide an important channel for emotional expression and psychological recovery, thereby helping international students better maintain psychological balance and overall psychological functioning.

Psychological-social chain mediation pathways: advancing the model and new contributions (H2 + H3)

This study further revealed that the association between physical activity and psychological wellbeing was not limited to direct pathways but was also reflected through two psychological–social mechanism pathways. The first pathway suggested that physical activity is associated with higher levels of social interaction competence, which is subsequently linked to the development of emotion regulation ability and positive coping strategies, ultimately contributing to better psychological wellbeing. This finding is consistent with the chain psychological pathway models proposed by Han et al. [16] and Liu et al. [15], which emphasize the fundamental role of social skills in cross-cultural adaptation. Given that physical activity typically involves interactivity, cooperation, and teamwork, participation in such activities may enable international students to receive emotional feedback and develop a sense of belonging in cross-cultural contexts, thereby providing relatively stable psychological resources for emotion regulation [15, 16].

The second pathway indicated that physical activity is associated with greater body image satisfaction, which is further linked to higher levels of cultural adaptation and, ultimately, to stronger perceptions of social support. This pathway highlights the interactive relationship between body self-perception and cultural adaptation, aligning with the “body image–social confidence–sense of belonging” pathway proposed by Hausenblas and Fallon [19]. Particularly in cross-cultural contexts, appearance-related anxiety and body dissatisfaction may function as significant barriers to social interaction. Engagement in physical exercise has been associated with improved body image identification, which may in turn contribute to a greater willingness for cultural belonging and higher levels of social integration [32, 69, 70].

Compared with previous studies that primarily employed a single mediating variable, this study is among the first to construct a multi-stage chain mediation model among international students. This model contributes to revealing the process mechanisms underlying how physical activity may be related to psychological wellbeing while also highlighting the complexity of psychological adaptation in cross-cultural contexts. It reflects a multi-level relational logic from behavioral engagement to psychological resources and subsequently to social support, thereby providing both a valuable theoretical framework and empirical reference for future research and potential intervention design.

While the serial indirect effects were statistically significant, their effect sizes were relatively small, suggesting that these mechanisms represent modest yet meaningful pathways through which physical activity influences psychological wellbeing. Therefore, while these effects contribute to the overall understanding of psychological adaptation, they should be interpreted as complementary rather than dominant explanations. This also emphasizes the need for future research to explore other factors that might strengthen these effects or examine how different levels of engagement in physical activity may amplify these psychological benefits.

Predictive role of psychological wellbeing in study abroad satisfaction: structural validation and logical support (H4)

The results of this study indicated that psychological wellbeing is an important statistical predictor of study abroad satisfaction among Chinese international students. This finding is highly consistent with existing research, highlighting the central role of individual psychological state in the process of cross-cultural adaptation. Ansari Lari et al. [43] reported that higher levels of psychological wellbeing are associated with better emotional regulation and social adaptability among international students, enabling them to respond more positively to academic challenges, interpersonal changes, and cultural pressures, which in turn are linked to higher levels of subjective satisfaction.

From a theoretical perspective, psychological wellbeing may function as a fundamental psychological resource that is closely related to individuals’ cognitive evaluations of their external environment and their behavioral responses. In a study abroad context, students with higher levels of psychological wellbeing are more likely to experience a sense of belonging, security, and self-worth, and these positive psychological experiences are commonly associated with higher overall satisfaction with academic life, interpersonal interactions, and cultural experiences [40]. Conversely, when psychological wellbeing is relatively low, individuals may be more prone to loneliness, helplessness, and even cultural alienation, which may correspond to more negative attitudes toward study abroad life.

Analysis of the Moderating role of digital social media: contextual adaptation and behavioral interaction mechanisms (H5)

The results indicated that digital social media use significantly moderated the association between physical activity level and psychological wellbeing; specifically, the positive association between physical activity and psychological wellbeing was stronger among individuals reporting higher levels of social media use. This finding is consistent with recent research on the amplification function of digital behaviors in psychological processes [23], suggesting that digital social platforms may not merely operate as information transmission channels but may also serve as important contextual variables in understanding psychological wellbeing.

Relevant literature has suggested that individuals who frequently use social media are more likely to extend positive exercise-related experiences into online social contexts (e.g., sharing exercise content, engaging in social interaction, and receiving feedback), which may facilitate emotional expression and foster a greater sense of belonging [23, 71]. Such extended behavioral engagement may act as a “behavioral reinforcement amplifier,” not in a deterministic sense, but in a way that statistically corresponds to stronger psychological benefits associated with physical activity. For international students experiencing cross-cultural adjustment, such feedback may be particularly meaningful, as social media can provide alternative channels for perceived social connection and emotional support in contexts where local offline networks are limited.

However, it is also important to note the complex and potentially double-edged nature of social media use. In this study, social media use did not show a direct positive association with psychological wellbeing, which aligns with previous literature highlighting its potential risks under certain usage conditions [72]. Therefore, its moderating role may depend on usage motivation and patterns—particularly whether positive emotions generated in physical activity contexts are appropriately expressed, shared, and reinforced via social media.

From a theoretical standpoint, this study extends the contextual adaptation dimension of psychological mechanisms related to physical activity by incorporating a “behavior × media” perspective into the structural model. This provides a useful lens for understanding how physical activity may function within digitalized social environments and offers implications for intervention strategies in cross-cultural contexts. Specifically, promoting constructive and positive social media engagement alongside physical activity initiatives may be a potentially beneficial strategy for enhancing psychological benefits.

Limitations

Although this study, grounded in systematic theoretical construction and empirical model validation, revealed the pathways through which physical activity influences the psychological wellbeing and study abroad satisfaction of Chinese international students via multiple psychosocial mechanisms, several limitations should be acknowledged and addressed in future research.

First, although this study proposed and tested a relatively complex chain mediation and moderation model, the data were obtained from a one-time cross-sectional survey. Therefore, it is not possible to rigorously establish the temporal order among physical activity, psychosocial mechanisms, psychological wellbeing, and study abroad satisfaction, as there may be reverse or reciprocal (bidirectional) relationships. The structural equation modeling results and indirect effects in this study should be interpreted as directionally consistent evidence with the theoretical framework, rather than definitive proof of causal processes. To more robustly examine the causal chain implied by the model, more appropriate research designs would include longitudinal studies or experimental interventions—for example, multi-wave tracking of the same group of international students or physical-activity-based intervention studies with repeated measurements. Future research should therefore adopt longitudinal or intervention designs to further validate and extend the findings of this study.

Second, the sample was primarily drawn from Chinese international students in nine countries and regions. While this provides a certain degree of geographical representativeness, differences in cultural backgrounds, accessibility of sports resources, and educational policies may limit the generalizability of the findings. Future research could conduct comparative studies across different countries or regions to examine the cross-cultural applicability of the model.

Third, the measurement instruments relied on self-report questionnaires. Although these tools were systematically validated, they may still be subject to subjective bias and social desirability effects, which could affect the objectivity and accuracy of the data.

Conclusion

Focusing on Chinese international students, this study systematically constructed and tested a chain mediation and moderation model to examine how physical activity is associated with psychological wellbeing and, subsequently, with study abroad satisfaction. The results indicated that physical activity was positively associated with psychological wellbeing, and this association was partially explained by two chain mediation pathways: “social interaction competence → emotion regulation ability → positive coping strategies” and “body image satisfaction → cultural adaptation level → social support level.” Furthermore, psychological wellbeing significantly predicted study abroad satisfaction. In addition, digital social media use moderated the relationship between physical activity and psychological wellbeing, with higher levels of social media use corresponding to a stronger association between the two, suggesting the contextual significance of digital environments in this process.

This study also provides important practical implications for universities, international student service institutions, and policy makers. The findings suggest that systematically integrating accessible and culturally inclusive physical activity programs into international student support systems may help build psychological resources, enhance emotion regulation, and reduce difficulties in cultural adaptation. At the same time, digital social media use should be understood as a contextual factor rather than being viewed solely as a risk or protective resource; thus, institutions may consider offering guidance to help students maintain constructive and balanced digital engagement, using online platforms to strengthen meaningful social connections while avoiding excessive or maladaptive use. Moreover, the identified chain mediation mechanisms indicate that effective intervention strategies should not only promote physical activity participation, but also focus on improving social interaction competence, enhancing emotion regulation ability, and strengthening perceived cultural adaptation and social support, thereby jointly supporting international students’ psychological wellbeing and study abroad satisfaction.

Supplementary Information

Supplementary Material 1.^{(63.2KB, docx)}

Acknowledgements

We sincerely acknowledge the professor for providing English editing support and extend our appreciation to all participants for their valuable contributions to this study.

Abbreviations

PAL: Physical Activity Level
SIC: Social Interaction Competence
ERA: Emotion Regulation Ability
PCS: Positive Coping Strategies
BIS: Body Image Satisfaction
CAL: Cultural Adaptation Level
SSL: Social Support Level
PW: Psychological Wellbeing
SAS: Study Abroad Satisfaction
DSMU: Digital Social Media Use

Appendix

Scales

Scale / Source	Original Item	Final Item	Sample Item	Response Format	Reliability Range	Factor Loading Range
Physical Activity Level (Godin & Shephard, 1985; Craig et al., 2003) [45, 46]	11	10	I engage in physical exercise every week.	7-point Likert Scale	0.81-0.82	0.89-0.90
Social Interaction Competence (Mantzouranis et al., 2019) [47]	12	10	I stay connected with others through social media.	7-point Likert Scale	0.76-0.86	0.87-0.93
Emotion Regulation Ability (Tugade & Fredrickson, 2007; Gross & John, 2003; Gratz & Roemer, 2004) [48–50]	10	10	I can quickly regain calm after setbacks.	7-point Likert Scale	0.77-0.81	0.88-0.89
Positive Coping Strategies (Carver et al., 1989; Folkman & Moskowitz，2004) [31, 51]	10	10	I actively look for solutions when facing problems.	7-point Likert Scale	0.77-0.85	0.88-0.92
Body Image Satisfaction (Laus et al., 2020) [52]	11	11	I am satisfied with my body image.	7-point Likert Scale	0.74-0.84	0.86-0.92
Cultural Adaptation Level (Ward & Kennedy, 1999; Demes & Geeraert, 2014; Wilson et al., 2017) [36, 53, 54]	16	16	I can communicate in daily life using the local language.	7-point Likert Scale	0.75-0.85	0.87-0.92
Social Support Level (Sarason et al., 1983; Zimet et al., 1988) [41, 55]	18	16	I have close friends I can confide in.	7-point Likert Scale	0.79-0.90	0.89-0.95
Psychological Wellbeing (Lovibond, 1995; Garnefski et al., 2001; Goldberg & Hillier, 1979) [56–58]	10	10	I often feel anxious or tense. (reverse)	7-point Likert Scale	0.85-0.91	0.93-0.95
Study Abroad Satisfaction (Baker & Siryk, 1989) [59]	12	12	I am satisfied with my learning experience abroad.	7-point Likert Scale	0.83-0.87	0.91-0.93
Digital Social Media Use (Rosen et al., 2013; Nick et al., 2018; Mičík et al., 2022) [21, 60, 61]	13	13	I use digital social media every day.	7-point Likert Scale	0.78-0.86	0.89-0.93

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Authors’ contributions

ZL*: Conceptualization, validation, formal analysis, investigation, data curation, writing—original draft preparation, writing—review and editing, supervision. QQ: Investigation implementation, resource management, data collection, data analysis. BL: Data collection, data analysis. SK*: writing—original draft preparation, writing—review and editing, supervision.

Funding

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

Data availability

The datasets generated and/or analyzed during the current study are publicly available in Figshare at https://doi.org/10.6084/m9.figshare.30074896

Declarations

Ethics approval and consent to participate

All procedures in this study adhered to the ethical standards of the 1964 Declaration of Helsinki and its later amendments.

The study was reviewed by the Institutional Review Board of Namseoul University and was granted exemption from full ethical approval, in accordance with national regulations.

Informed consent was obtained from all participants.

The questionnaire used in this study was adapted from previously validated instruments rather than newly developed. An English version of the adapted items has been uploaded as Supplementary Material S1.

Consent for publication

Not applicable.

Competing interests

The authors declare no competing interests.

Footnotes

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Contributor Information

Zhaoyu Liu, Email: zhaoyuliu618@gmail.com.

Soohyun Kim, Email: shkim001@nsu.ac.kr.

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38.Arnett JJ. The psychology of globalization. Am Psychol. 2002;57(10):774. [DOI] [PubMed] [Google Scholar]
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40.Razgulin J, Argustaitė-Zailskienė G, Šmigelskas K. The role of social support and sociocultural adjustment for international students’ mental health. Sci Rep. 2023;13(1):893. [DOI] [PMC free article] [PubMed] [Google Scholar]
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42.Kristiana IF, Karyanta NA, Simanjuntak E, Prihatsanti U, Ingarianti TM, Shohib M. Social support and acculturative stress of international students. Int J Environ Res Public Health. 2022;19(11):6568. [DOI] [PMC free article] [PubMed] [Google Scholar]
43.Ansari Lari S, Zumot MS, Fredericks S. Navigating mental health challenges in international university students: adapting to life transitions. Front Psychiatry. 2025;16:1574953. [DOI] [PMC free article] [PubMed] [Google Scholar]
44.Kish L. Survey sampling. New York, NY: John Wiley & Sons; 1965. [Google Scholar]
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46.Craig CL, Marshall AL, Sjöström M, Bauman AE, Booth ML, Ainsworth BE, et al. International physical activity questionnaire: 12-country reliability and validity. Med Sci Sports Exerc. 2003;35(8):1381–95. [DOI] [PubMed] [Google Scholar]
47.Mantzouranis G, Baudat S, Zimmermann G. Assessing online and offline adolescent social skills: development and validation of the real and electronic communication skills questionnaire. Cyberpsychol Behav Soc Netw. 2019;22(6):404–11. [DOI] [PubMed] [Google Scholar]
48.Tugade MM, Fredrickson BL. Regulation of positive emotions: emotion regulation strategies that promote resilience. J Happiness Stud. 2007;8(3):311–33. [Google Scholar]
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50.Gratz KL, Roemer L. Multidimensional assessment of emotion regulation and dysregulation: development, factor structure, and initial validation of the difficulties in emotion regulation scale. J Psychopathol Behav Assess. 2004;26(1):41–54. [Google Scholar]
51.Folkman S, Moskowitz JT. Coping: pitfalls and promise. Annu Rev Psychol. 2004;55:745–74. [DOI] [PubMed] [Google Scholar]
52.Laus MF, Vales LD, Oliveira NG, Braga Costa TM, Almeida SS. Brazilian version of the Multidimensional Body-Self Relations Questionnaire-Appearance Scales (MBSRQ-AS): translation and psychometric properties in adults. Eating and Weight Disorders-Studies on Anorexia, Bulimia and Obesity. 2020;25(5):1253–66. [DOI] [PubMed] [Google Scholar]
53.Demes KA, Geeraert N. Measures matter: scales for adaptation, cultural distance, and acculturation orientation revisited. J Cross-Cult Psychol. 2014;45(1):91–109. [Google Scholar]
54.Wilson J, Ward C, Fetvadjiev VH, Bethel A. Measuring cultural competencies: the development and validation of a revised measure of sociocultural adaptation. J Cross-Cult Psychol. 2017;48(10):1475–506. [Google Scholar]
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56.Lovibond SH, Lovibond PF. Manual for the Depression Anxiety Stress Scales. 2nd ed. Sydney: Psychology Foundation of Australia; 1995.
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59.Baker RW, Siryk B. Student adaptation to college questionnaire manual. Los Angeles, CA: Western Psychological Services; 1989.
60.Nick EA, Cole DA, Cho SJ, Smith DK, Carter TG, Zelkowitz RL. The online social support scale: measure development and validation. Psychol Assess. 2018;30(9):1127. [DOI] [PMC free article] [PubMed] [Google Scholar]
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68.Hamedinia M, Sharifi M, Hosseini-Kakhak A. The effect of eight weeks of aerobic, anaerobic and resistance training on some factor of endocannabinoid system, serotonin, beta-endorphin and BDNF in young men. Biosci Biotechnol Res Asia. 2017;14(3):1201. [Google Scholar]
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Associated Data

This section collects any data citations, data availability statements, or supplementary materials included in this article.

Supplementary Materials

Supplementary Material 1.^{(63.2KB, docx)}

Data Availability Statement

The datasets generated and/or analyzed during the current study are publicly available in Figshare at https://doi.org/10.6084/m9.figshare.30074896

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[CR50] 50.Gratz KL, Roemer L. Multidimensional assessment of emotion regulation and dysregulation: development, factor structure, and initial validation of the difficulties in emotion regulation scale. J Psychopathol Behav Assess. 2004;26(1):41–54. [Google Scholar]

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[CR52] 52.Laus MF, Vales LD, Oliveira NG, Braga Costa TM, Almeida SS. Brazilian version of the Multidimensional Body-Self Relations Questionnaire-Appearance Scales (MBSRQ-AS): translation and psychometric properties in adults. Eating and Weight Disorders-Studies on Anorexia, Bulimia and Obesity. 2020;25(5):1253–66. [DOI] [PubMed] [Google Scholar]

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[CR72] 72.Twenge JM, Farley E. Not all screen time is created equal: associations with mental health vary by activity and gender. Soc Psychiatry Psychiatr Epidemiol. 2021;56(2):207–17. [DOI] [PubMed] [Google Scholar]

PERMALINK

The impact of physical activity on the psychological wellbeing and study abroad satisfaction of Chinese international students in a cross-cultural context

Zhaoyu Liu

Qingyun Quan

Biao Long

Soohyun Kim

Abstract

Purpose

Methods

Results

Conclusions

Supplementary Information

Background

Theoretical framework

Direct effect of physical activity on psychological wellbeing

Chain mediation effect of social interaction competence, emotion regulation ability, and positive coping strategies

Chain mediation effect of body image satisfaction, cultural adaptation level, and social support level

Direct effect of psychological wellbeing on study abroad satisfaction

Moderating effect of digital social media use

Research model and hypotheses

Fig. 1.

Methods

Research procedure

Fig. 2.

Research participants

Fig. 3.

Measurement instruments

Data analysis

Results

Common method bias and model fit test

Table 1.

Confirmatory factor analysis

Table 2.

Correlation and descriptive statistical analysis

Table 3.

Chain mediation analysis

Fig. 4.

Table 4.

Moderation effect analysis

Fig. 5.

Table 5.

Discussion

Direct association between physical activity and psychological wellbeing: a resource-generating perspective (H1)

Psychological-social chain mediation pathways: advancing the model and new contributions (H2 + H3)

Predictive role of psychological wellbeing in study abroad satisfaction: structural validation and logical support (H4)

Analysis of the Moderating role of digital social media: contextual adaptation and behavioral interaction mechanisms (H5)

Limitations

Conclusion

Supplementary Information

Acknowledgements

Abbreviations

Appendix

Scales

Authors’ contributions

Funding

Data availability

Declarations

Ethics approval and consent to participate

Consent for publication

Competing interests

Footnotes

Contributor Information

References

Associated Data

Supplementary Materials

Data Availability Statement

ACTIONS

PERMALINK

RESOURCES

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