Evaluating the Mediating Effects of Self-Regulation, Self-Efficacy on Goal Achievement and Scheduled Time for Physical Activity
DOI:
https://doi.org/10.17309/tmfv.2026.2.08Keywords:
achievement goals, elementary school students, physical activity, self-efficacy, self-regulationAbstract
Background. Physical activity among elementary school children plays a fundamental role in supporting metabolic health, learning readiness, and long-term psychological well-being. The widespread occurrence of sedentary lifestyles, combined with insufficient adherence to recommended physical activity levels, suggests that interventions should extend beyond structured programs and consider students’ psychological preparedness.
Objectives. The present study aimed to examine how self-regulation and self-efficacy function as mediating factors linking achievement goals with students’ participation in scheduled physical activity at the elementary level.
Materials and Methods. This quantitative study involved 240 fourth- to sixth-grade students from public elementary schools in Surabaya City, aged 10-12 years. Data were collected using closed-ended questionnaires measuring achievement goals, self-regulation, self-efficacy, and scheduled time for physical activity. Partial Least Squares Structural Equation Modeling (PLS-SEM) was applied for data analysis, utilizing the SmartPLS 4.0 software.
Results. The analysis revealed that all achievement goal dimensions had significant effects on self-regulation and self-efficacy. Self-efficacy demonstrated a strong positive influence on scheduled time for physical activity, whereas self-regulation showed a significant negative effect. The findings indicate that each dimension of achievement goals influences participation in scheduled physical activity indirectly by way of self-regulation and self-efficacy. The research model substantially explained the variance in scheduled time for physical activity and demonstrated adequate predictive relevance.
Conclusions. The findings confirm that strengthening self-belief more strongly determines the sustainability of scheduled physical activity among elementary school students than overly strict behavioral regulation. These results support the development of physical education interventions focused on achieving goals and enhancing self-efficacy to foster sustainable physical activity habits from the elementary school years.
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