Chain-mediated effect of physical activity between Chinese language-based L2 motivational self-system and intended effort

Effect of physical activity on L2 motivational-self and intended effort of college students in learning second language

The results of the analysis demonstrated a statistically significant main effect of PA on L2MSS, learning experience, and intended effort. However, the results of the ANOVA indicated that there were statistically significant differences in the effects of varying levels of PA on the three groups. With regard to L2MSS, while the ideal L2 self was not statistically distinct between the three groups, the HG exhibited a markedly elevated ought-to L2 SELF in comparison to the MG with LG (F = 4.23, P = 0.408, η²=0.0523). Secondly, the learning experience of the three groups was found to be statistically indistinguishable from one another.

In the comparison of the ideal L2 self sub-indicator, Q1 and Q2 represent the individual’s identification with the second language, respectively. In this section, both MG and HG were observed to be higher than LG (F = 2.03, P = 0.436, η²=0.0569; F = 3.83, P = 0.401, η²=0.0497). Nevertheless, the two groups exhibited minimal differences. This indicates that an increase in exercise levels is associated with an enhancement in the individual’s second language identity. Q3 and 4 pertain to the sustainability of individuals engaged in second language learning. In this section, only Q4 demonstrated minor discrepancies. In particular, HG demonstrated a greater propensity to pursue university-level Chinese courses than MG and LG (F = 3.10, P = 0.416, η²=0.0488; F = 5.97, P = 0.353, η²=0.0432). This suggests that individuals who engage in high levels of physical activity over an extended period are more sustainable in Chinese language learning, and therefore more conducive to the development of language habits. Q5 and 6 pertain to the extent to which individuals anticipate proficiency in a second language. The results demonstrated that Q5 exhibited a significant difference between HG and MG (F = 4.64, P = 0.366, η²=0.0340), as well as between MG and LG (F = 2.26, P = 0.428, η²=0.0503). Additionally, a notable distinction was observed between HG and LG (F = 7.25, P = 0.311, η²=0.0389). This indicates that individuals with higher motor levels tend to have greater expectations of learning Chinese language.

In the comparison of the overall L2 self-sub-indicator, Q1 and Q2 represent the level of self-esteem based on second language learning. In this section, HG’s Q2 is observed to be higher than that of MG and LG (F = 2.78, P = 0.397, η²=0.0452; F = 4.22, P = 0.294, η²=0.0348). This indicates that only a higher level of physical activity can positively influence an individual’s self-esteem in the context of learning Chinese language. Q3 and 4 pertain to others-based self-esteem in the context of second language learning. In this section, no significant difference is observed in the expression levels of the three groups. This indicates that PA does not result in notable alterations in individuals’ perceptions of others. Q5 and Q6 pertain to second language-based self-control. In this section, only Q6 demonstrated higher HG and MG than LG (F = 2.94, P = 0.416, η²=0.0539; F = 3.94, P = 0.452, η²=0.0443). This suggests that only a high level of PA is associated with enhanced self-control in the context of learning Chinese language.

In terms of intended effort, PA level all triggered differences in all sub-indicators. Among them, endeavor degree showed a stepwise increasing trend with PA level (F = 7.21, P < 0.01, η²=0.0473). And in terms of time spent, initiative, focus, compliance, self-discipline, and purposefulness, HG were higher than the other two groups, although LG were not significantly different from MG (F = 5.93, P = 0.036, η²=0.0308; F = 3.16, P = 0.0425, η²=0.0447; F = 2.33, P = 0.348, η²=0.0552; F = 2.87, P = 0.0264, η²=0.0416; F = 1.98, P = 0.0313, η²=0.0409; F = 1.76, P = 0.0410, η²=0.0421). This result also implies that there is a significant effect of PA on L2MSS, learning experience, and intended effort, but increasing the PA level leads to more significant improvements in ought-to l2 self, endeavor degree, and time spent. Detailed results are presented in Table 1.

Correlation between physical activity and various psychological factors in learning second language

The correlation results showed that PA was correlated with most of the sub-indicators in L2MSS, learning experience, and intended effort by Pearson correlation test. Based on PA, there were strong correlations between PA and both Ideal L2 self and Ought-to L2 self in terms of L2MSS (r = 0.692, r = 0.757, P < 0.05). In terms of learning experience, PA showed a significant positive correlation with time feeling (r = 0.810, P < 0.01) and remained positively correlated with ambient experience, interest, anticipation, learning desire, and satisfaction remained positively correlated (r = 0.521, r = 0.796, r = 0.674, r = 0.591, r = 0.443, P < 0.05). In terms of Intended effort, there was a significant positive correlation between PA and Focus and Self-discipline (r = 0.824, r = 0.809, P < 0.01), and correlated with time spent, initiative, compliance, and purposefulness (r = 0.653, r = 0.687, r = 0.751, r = 0.574, P < 0.05).

In terms of L2MSS, a correlation existed between ideal L2 self and ought-to L2 self (r = 0.429, p < 0.05). Both were correlated with ambient experience, interest, anticipation, and satisfaction (r = 0.305–0.702), except for Time feeling, which was significantly positively correlated with time feeling (r = 0.814, P < 0.01). Also, both were correlated with all sub-indicators of intended effort (r = 0.337–0.729, P < 0.05). For learning experience, there was almost significant correlation between all sub-indicators (r = 0.792–0.907, P < 0.05). In addition, learning experience was positively correlated with all sub-indicators of intended effort, and in particular, there was a significant effect of satisfaction on time spent, initiative, focus, compliance, and purposefulness (r = 0.828, r = 0.934, r = 0.866, r = 0.821, r = 0.878, P<0.01). In terms of intended effort, there was a strong positive correlation between the sub-indicators except for time spent and initiative which corresponded to self-discipline and purposefulness (r = 0.833–0.917, P < 0.01). This result also indicates that more than 90% of the main variables and sub-indicators are significantly correlated with each other, which can be further tested for mediation effect²⁷. Detailed information is shown in Table 2; Fig. 2.

Correlation heatmap between physical activity and individual variables.

Chain-mediated relationship and psychological pathway between L2 motivational self-system and intended effort

This study examined the mediating effect of PA between L2MSS, learning experience, and intended effort using SEM analyses with AMOS 24.0.SEM is a data estimation method for large samples, and the sample size should not be too large or too small. To ensure that the sample size is sufficient to make the results of the study accurate, the method proposed by MacCallum, Browne & Sugawara was used to calculate the sample validity in this study before conducting the model analysis²⁸. Assuming a model check value of 0.8, H0 = 0.05 and H1 = 0.08 in the RMSEA assumptions with a predicted degree of freedom of 100, respectively, confirmed that the sample size included in this study met the basic requirements. To make the model more streamlined, each of the three levels of PA was itemized as the three observed variables of PA.

Results showed that ideal L2 self, ought-to L2 self, and PA all had direct effects on learning experience and intended effort. Of these, ideal L2 self had the largest effect size on intended effort (β = 0.88, t = 8.41, P < 0.01), followed by PA (β = 0.66, 0.51, t = 4.31, P < 0.01), and after that ought-to L2 self (β = 0.46, t = 2.93, P < 0.01) and learning experience was relatively least significant (β = 0.43, 0.38, t = 2.12, P < 0.01). It also shows that all three have a positive predictive effect on intended effort, with ideal L2 self having the most significant effect. For detailed information, see Table 3.

Chained intermediary model between L2 motivational self-system and intended effort.

In this study, the mediating effect of each indirect pathway effect and the estimation of its confidence interval were examined by Bootstrap program test with repeated sampling 5000 times. The test results show that Bootstrap 95% confidence intervals for the four indirect pathways with PA and learning experience as mediating variables do not contain 0, which indicates that the mediating effects of all pathways reach a significant level, and the mediating effects of both are significant in the process of the L2MSS role intended effort. In this model, the mediating effect consists of the indirect effects generated by the 4 mediating paths, where the total standardized indirect effect value is 0.562, 95%CI=[0.163, 0.387], which accounts for 59.61% of the total effect. The results of the 4 mediating paths indirect effects are as follows: (1) The effect value of the “ILS→PA→IE” pathway was 0.265, 95%CI=[0.124, 0.527], accounting for 31.28% of the total effect value. (2) The effect value for the “OLS→PA→IE” pathway was 0.179, 95%CI=[0.074, 0.256], accounting for 17.94% of the total effect value. (3) The effect value for the pathway “ILS→PA→LE→IE” was 0.116, 95%CI=[0.042, 0.248], accounting for 10.69% of the total effect value. (4) The effect value of “OLS→PA→LE→IE” was 0.108, 95%CI=[0.039, 0.126], accounting for 4.15% of the total effect value. In addition, the total standardized direct effect size of L2MSS on intended effort was 0.562, 95%CI=[0.163, 0.387]. Taken together, the amount of direct and indirect effects of ideal L2 self on intended effort was greater than that of ought-to L2 self, and there was a positive incentive effect of PA and learning experience. The specific structural equation model and path parameters are shown in Fig. 3; Table 4.