## Exercise Behavior in Middle School Students: Mediation Between Autonomous and Controlled Motivations### AbstractAcademic stress is associated with reduced engagement in healthy behaviors, including physical exercise, among middle school students. This study examines the association between academic stress and physical exercise behavior in middle school students, exploring the mechanisms through the chained mediation of motivation and intention. The study employed the Academic Stress Scale, Autonomous and Controlled Motivation Scales, and Physical Exercise Intention and Behavior Scales to measure relevant variables. Structural equation modeling was used to analyze data from 290 middle school students. The findings revealed the following: (1) Academic stress is significantly associated with middle school students' exercise behavior through the mediating role of exercise intention; (2) Controlled motivation, autonomous motivation, and exercise intention serve as chained mediators between academic stress and exercise behavior; (3) Academic stress is not associated with exercise intention through the parallel mediation of controlled and autonomous motivations. These findings provide new insights into the complex relationship between academic stress and physical exercise behavior in middle school students.### IntroductionPhysical exercise is crucial for maintaining good health. Several factors influence physical exercise, such as financial constraints, school sports policies, and lack of sports facilities. However, academic stress is a major barrier to physical activity among middle school students. In China, an overemphasis on academic performance significantly hinders physical activity among middle school students. Academic stress leads to psychological burden and tension in students, impacting their cognitive abilities and learning efficiency. While moderate academic stress can enhance cognitive abilities and learning efficiency, excessive academic stress can lead to adverse emotional states. Previous studies have primarily explored factors such as financial constraints, school policies, and lack of sports facilities, but the mechanisms linking academic stress to physical exercise behavior remain unclear. This study aims to examine the association between academic stress and middle school students' exercise behavior and to identify underlying psychological mechanisms, addressing the gap in current research. The study's innovation lies in revealing the association between academic stress and physical exercise and in exploring motivation's mediating role. It provides new theoretical insights and practical approaches to enhance adolescent health.### Research Objectives* To determine the mediating role of exercise intention in the relationship between academic stress and physical exercise behavior.* To examine the parallel mediation of controlled and autonomous motivations in the relationship between academic stress and physical exercise behavior.* To investigate the chain mediation of controlled motivation, autonomous motivation, and exercise intention in the relationship between academic stress and physical exercise behavior.### Research Hypotheses* Academic stress is significantly associated with exercise behavior through the mediating role of exercise intention. Higher stress is associated with lower exercise intention and reduced exercise behavior.* Higher academic stress is negatively correlated with autonomous motivation, which in turn is positively correlated with exercise intention.* Higher academic stress is positively correlated with controlled motivation, which is negatively correlated with exercise intention.* Academic stress is associated with higher controlled motivation and lower autonomous motivation and exercise intention, which may be associated with reduced exercise behavior.### Research Methods* **Participants:** 290 middle school students in Xiamen, China.* **Procedure:** Data was collected via a standardized questionnaire, with a response rate of 72.5%.* **Measures:** Academic Stress Scale, Autonomous and Controlled Motivation Scales, and Physical Exercise Intention and Behavior Scales.* **Data Analysis:** Statistical analyses included descriptive statistics, correlation analysis, confirmatory factor analysis, and structural equation modeling.### Results* The hypothesized relationship between academic stress, motivation, exercise intention, and exercise behavior was confirmed.* Academic stress was negatively correlated with autonomous motivation, positively correlated with controlled motivation, and positively correlated with exercise intention.* Controlled motivation was negatively correlated with autonomous motivation and exercise intention.* Autonomous motivation was positively correlated with exercise intention.* Exercise intention was positively correlated with exercise behavior.* Academic stress was significantly associated with exercise behavior through the mediating role of exercise intention.* Controlled motivation and autonomous motivation did not mediate the relationship between academic stress and exercise intention in parallel.* Controlled motivation, autonomous motivation, and exercise intention sequentially mediated the relationship between academic stress and exercise behavior.### Discussion### Key Findings* Academic stress indirectly influences middle school students' exercise behavior through exercise intention.* Autonomous motivation does not significantly mediate the relationship between academic stress and exercise intention.* Controlled motivation does not significantly mediate the relationship between academic stress and exercise intention.* Academic stress is positively associated with controlled motivation, which is negatively associated with autonomous motivation. Autonomous motivation is positively associated with exercise intention, which is further associated with physical exercise behavior, establishing a chained mediating effect.### Implications* The findings highlight the importance of managing academic stress to improve the physical and mental health of middle school students.* The study emphasizes the role of autonomous motivation in promoting regular exercise among students.* Schools can create an autonomy-supportive environment and offer activities that align with students' interests to foster sustainable health habits.* It is important to avoid using external pressure as the primary motivation for exercise, as this can undermine students' autonomous exercise intentions.### Limitations* The study's cross-sectional design limits its ability to establish causal relationships.* The reliance on self-reported data introduces potential subjectivity.* The sample was limited to one school in Xiamen, China, limiting its generalizability.### ConclusionThis study examines the indirect relationship between academic stress and exercise behavior among middle school students, with particular attention to the mediating roles of controlled motivation, autonomous motivation, and exercise intention. The findings support the applicability of Self-Determination Theory in explaining the relationship between academic stress and health behaviors among adolescents and expand its application within the context of academic stress and exercise behavior, offering a new perspective for understanding adolescent health behaviors. The results have important implications for educators, policymakers, and parents seeking to promote physical activity and improve the well-being of middle school students.