The impact of multiple supports on university students’ physical education learning motivation: a dual analysis based on SEM and fsQCA

Support from teachers, parents, and peers not only directly influences students' physical education learning motivation but also indirectly predicts students' physical education learning motivation through the independent and chain mediating roles of self-efficacy and coping style. Additionally, this study elucidates the complex configurational relationships among multiple supports, self-efficacy, coping style, and physical education learning motivation, thereby validating and supplementing the results of linear analysis.