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高校教师锻炼行为的动机机制：自我决定理论实证

Motivation Mechanism of College Teachers’ Exercise Behavior: Empirical Evidence of Self-Determination Theory

Education Study / 2025,7(10): 1149-1154 / 2025-11-05 19 11

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• Authors: 王双丽
• Information:

  湖北工程学院体育学院，孝感

• Keywords:
  Self-determination theory; University teachers; Exercise behavior; Motivation; Multivariate linear regression
  自我决定理论; 高校教师; 锻炼行为; 动机; 多元线性回归
• Abstract: Based on the framework of self-determination theory, this study takes 460 college teachers as the research object, and uses multiple linear regression analysis to explore the motivation mechanism of teachers’ exercise behavior. The study found that : at the level of motivation structure, college teachers have the highest recognition of health motivation, followed by fun motivation, and social motivation is relatively the lowest, reflecting that the group’s exercise motivation has a clear’ practical priority’ tendency; at the level of motivation function, health motivation mainly undertakes the function of starting and maintaining exercise behavior, and has a significant predictive power for exercise frequency, which essentially solves the problem of whether to participate in exercise’. Ability motivation, as the key internal driving force of exercise behavior, significantly predicts the duration and intensity of exercise, and affects the quality of exercise by meeting the individual’s competency needs. The study reveals the functional differentiation of different motivation types in the promotion of exercise behavior, and provides a theoretical basis for improving the exercise behavior and quality of college teachers. 本研究基于自我决定理论框架，以460名高校教师为研究对象，采用多元线性回归分析方法，深入探讨教师锻炼行为的动机机制。研究发现：在动机结构层面，高校教师对健康动机的认同最高，乐趣动机次之，社交动机相对最低，体现出该群体锻炼动机具有鲜明的“实用性优先”倾向；在动机功能层面，健康动机主要承担锻炼行为的启动与维持功能，对锻炼频率具有显著预测力，本质上解决了“是否参与锻炼”的行为准入问题；而能力动机则作为锻炼行为的关键内驱力，显著预测锻炼时长与强度，通过满足个体的胜任需求进而影响锻炼质量。研究揭示了不同动机类型在锻炼行为促进中的功能分化，为提升高校教师锻炼行为频率和质量提供了理论依据。
• DOI: https://doi.org/10.35534/es.0710215 (registering DOI)
• Cite: 王双丽．高校教师锻炼行为的动机机制：自我决定理论实证［J］．教育研讨，2025，7（10）：1149-1154．