Potential categories and influences on college students’ exercise motivation: a latent profile-based analysis

Based on self-determination theory, this study aimed to explore the latent heterogeneous profile structures of exercise motivation among Chinese college students. Furthermore, it systematically examined the predictive effects of demographic variables and social relationship factors on different motivation categories, as well as the differences among these categories concerning perceived academic stress and physical education class engagement. Utilizing a convenience cluster sampling method, 1346 college students (54.75% male) from three universities in North, East, and South China were recruited as participants. Measurements were conducted using the exercise motivation scale, Perceived academic stress scale, and physical education class engagement scale. Latent profile analysis was employed to identify motivation latent profiles. Subsequently, multinomial logistic regression was used to test the predictive variables, and the BCH method was applied to compare differences in outcome variables across the identified profiles. Latent profile analysis identified five distinct motivation profiles: (1) Low-binding type (11.5%), characterized by the lowest levels across all motivation dimensions and autonomy; (2) Identified regulation type (30.2%), the largest profile, marked by prominent identified regulation and intrinsic motivation; (3) External regulation type (27.8%), dominated by controlled motivation; (4) High autonomy type (15.2%), exhibiting the highest levels of autonomous motivation; and (5) High-binding type (15.3%), maintaining relatively high levels across all motivation dimensions. Multinomial logistic regression revealed that gender and grade level did not significantly predict profile membership. In contrast, social relationship factors were key predictors. Students with exercise companions were more likely to belong to the Identified regulation type and High-binding type. Those in a romantic relationship had a significantly higher probability of belonging to the high autonomy type, high-binding type, and external regulation type. Regarding outcome variables, students in the high autonomy type reported the lowest levels of perceived academic stress, whereas those in the high-binding type reported the highest. Concerning PE class engagement, both the high autonomy and High-binding type demonstrated significantly higher levels compared to the other categories. Significant group heterogeneity exists in the exercise motivation of Chinese college students. The high-binding type may represent a unique motivational configuration within the specific Chinese cultural context. The findings indicate that, compared to static demographic characteristics, dynamic social relationship factors are pivotal in shaping college students' motivation patterns. Physical education in higher institutions should emphasize fostering supportive social environments to promote the internalization and integration of student motivation. Moreover, cultivating high autonomous motivation may not only benefit exercise behavior itself but could also serve as a potential psychological resource for helping students cope with academic stress and enhance classes engagement.