Physical Education Environment on University Students' Self-Efficacy

Zhang Wenyu; Lim Boon Hooi; He Yao; Gao Yan; Ma Xiao; Zhang Tingxiu

doi:10.21834/e-bpj.v10i31.6497

Authors

Zhang Wenyu Faculty of General Education, Beihai University of Art and Design, China.
Lim Boon Hooi Faculty of Education, Languages, Psychology & Music, SEGi University, Malaysia
He Yao Faculty of Education, Languages, Psychology & Music, SEGi University, Malaysia
Gao Yan Faculty of Education, Languages, Psychology & Music, SEGi University, Malaysia
Ma Xiao Faculty of Education, Languages, Psychology & Music, SEGi University, Malaysia
Zhang Tingxiu Faculty of Education, Languages, Psychology & Music, SEGi University, Malaysia

DOI:

https://doi.org/10.21834/e-bpj.v10i31.6497

Keywords:

Physical Education, Self-Efficacy, PE Environment, Higher Education

Abstract

This study explores the impact of the physical education (PE) environment on university students' self-efficacy, focusing on key factors such as teacher support, facility quality, peer influence, and curriculum structure. Based on a quantitative analysis of 300 students, findings reveal a positive correlation between supportive PE environments and heightened self-efficacy, especially when social support is strong. The results highlight the importance of well-structured PE programs in enhancing student engagement and psychological well-being. However, limitations include reliance on self-reported data and a cross-sectional design. Recommendations suggest improved resources and instructor development to support student growth.

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