The effect of basic psychological needs in physical education on exercise behavior in young adulthood: the mediating role of self-efficacy and moderated role of gender.

Background: Physical inactivity during young adulthood has become a global public health concern. Based on basic psychological needs theory, satisfying these needs in physical education may be positively associated with exercise behaviors; however, the underlying mechanisms and gender differences remain insufficiently explored. Methods: A cross-sectional survey was conducted with 3,188 students aged 18 to 21 years old (Mean = 19.26, SD = 0.93; 47.55% males). Participants completed questionnaires measuring basic psychological needs, self-efficacy, and exercise behavior. Structural equation modeling (SEM) tested the mediating role of self-efficacy and gender differences via multi-group analysis. Results: Findings showed that males scored significantly higher than females in competence, autonomy, and relatedness needs, as well as self-efficacy and exercise behavior, compared with females. All gender-related associations reached statistical significance. SEM results showed that the three needs significantly and directly associated with exercise behavior, with self-efficacy serving as a parallel mediator in this relationship. When gender was included in the model, multi-group SEM indicated significant gender differences across all three pathways. Specifically, the association of competence need on exercise behavior was weaker among female college students, whereas the association of autonomy need was stronger. Moreover, competence need was more strongly associated with self-efficacy among male students. Conclusion: Satisfaction of these needs correlates with higher exercise behavior, and this association is mediated by enhanced self-efficacy. Further intervention studies should account for gender differences to optimize their outcomes.