Sport Motivation from the Perspective of Health, Institutional Embeddedness and Academic Persistence among Higher Educational Students

Karolina Eszter Kovács, Klára Kovács, Fruzsina Szabó, Beáta Andrea Dan, Zsolt Szakál, Marianna Moravecz, Dániel Szabó, Tímea Olajos, Csilla Csukonyi, Dávid Papp, Balázs Őrsi and Gabriella Pusztai
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Karolina Eszter Kovács: Institute of Psychology, University of Debrecen, 4032 Debrecen, Hungary
Klára Kovács: Institute of Educational Sciences and Cultural Management, University of Debrecen, 4032 Debrecen, Hungary
Fruzsina Szabó: Institute of English and American Studies, University of Debrecen, 4032 Debrecen, Hungary
Beáta Andrea Dan: Doctoral Program on Educational Sciences, University of Debrecen, 4032 Debrecen, Hungary
Zsolt Szakál: Kölcsey Ferenc Teacher Training Institute, Debrecen Reformed Theological University, 4026 Debrecen, Hungary
Marianna Moravecz: Physical Education and Sport Science Institute, University of Nyíregyháza, 4400 Nyíregyháza, Hungary
Dániel Szabó: Physical Education and Sport Science Institute, University of Nyíregyháza, 4400 Nyíregyháza, Hungary
Tímea Olajos: Institute of Psychology, University of Debrecen, 4032 Debrecen, Hungary
Csilla Csukonyi: Institute of Psychology, University of Debrecen, 4032 Debrecen, Hungary
Dávid Papp: Institute of Psychology, University of Debrecen, 4032 Debrecen, Hungary
Balázs Őrsi: Institute of Psychology, University of Debrecen, 4032 Debrecen, Hungary
Gabriella Pusztai: Institute of Educational Sciences and Cultural Management, University of Debrecen, 4032 Debrecen, Hungary

IJERPH, 2022, vol. 19, issue 12, 1-23

Abstract: Regular physical activity from an early age is an important part of a healthy life because if we incorporate exercise early into our lifestyle, we are more likely to maintain our commitment to sport into adulthood and even throughout our lives. In our research, we used the PERSIST 2019 database, which contains data from students at higher education institutions in Hungary, Slovakia, Romania, Ukraine, and Serbia. We used factor analysis to isolate four sports motivation factors (intrinsic, introjected, extrinsic, and amotivation). Factors influencing the different types were measured using linear regression analysis, involving the variables in four models. The results show that the effects of the sociodemographic variables are significant for gender, country, and mother’s job, especially in terms of intrinsic, introjected, and extrinsic motivation. The role of coping is salient for health awareness factors, with a positive effect on intrinsic motivation and a negative effect on the other types. The impacts of quality of education and support are typically negative, while the positive effect of satisfaction with infrastructure is noteworthy. The effect of persistence in sport on intrinsic and introjected motivation is positive. Frequency of training increases intrinsic motivation, while practical sport embeddedness generates extrinsic motivation. In terms of relationships, a mainly teacher-oriented network within the institution typically has a negative effect on intrinsic motivation, while peer relationships outside the institution typically increase intrinsic and extrinsic sport motivation. Academic persistence has a positive effect on intrinsic motivation and a negative effect on introjected motivation. Our research highlights the complexity of factors influencing sport motivation and the role of coping, which typically remains strong when relationship-related variables are included. In addition, we must emphasise the dominant role of relationship network patterns, which may even reduce commitment to sport.

Keywords: sport motivation; persistence; health; relationship network; higher education (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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