Longitudinal associations between physical activity, academic self-efficacy, self-esteem, and depression in Chinese junior high school students

Grounded in Self-Determination Theory and Social Cognitive Theory, this longitudinal study examined reciprocal relationships among MVPA, academic self-efficacy (ASE), self-esteem, and depression in 640 Chinese junior high school students (Mage = 13.26, SD = 0.76). Validated measures were administered at two time points over six months. Results showed significant autoregressive effects and key cross-lagged paths: higher self-esteem at Time 1 predicted lower depression at Time 2, while higher depression at Time 1 negatively predicted MVPA at Time 2. However, MVPA at Time 1 did not significantly predict later depression. These findings suggest that internal beliefs and psychological needs do not function in isolation. Enhancing adolescents' competence (ASE) and confidence (self-esteem) may be essential for improving mental health. This study offers theoretical and practical implications for school-based interventions integrating physical activity and psychological development. EDUCATIONAL RELEVANCE STATEMENT: This study provided longitudinal insights into the psychological and behavioral factors influencing junior high school students' well-being. The findings showed that earlier depressive symptoms significantly predicted lower levels of physical activity six months later. Academic self-efficacy and self-esteem demonstrated strong temporal stability, while self-esteem-but not academic self-efficacy-significantly predicted reduced depressive symptoms over time. These results emphasized the need for early mental health interventions in school settings and suggested that promoting self-esteem may serve as a more effective approach to prevent adolescent depression than focusing solely on academic self-beliefs.