An Empirical Study on College Students' Sports Motivation Based on Motivation Psychology

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1 An Empirical Study on College Students' Sports Motivation Based on Motivation Psychology Qianwei Zhang 1, Lirong Yu 2* 1 Chengdu Physical Education Institute Chengdu,Sichuan610041, China 2 Physical Education College of Sichuan University, Chengdu610065, China Abstract In recent years, China's colleges and universities have been focusing on the development of sunshine physical education among students to give them a healthy exercise mentality. However, they encountered some obstacles in the process, such as low participation and enthusiasm of students, leading to difficulty in guiding them to establish the mentality. Therefore, when putting forward reasonable physical education teaching methods, universities must first understand the sports motivation of students for the analysis of their psychological and sports needs in order to design a physical education curriculum fitting students subjective consciousness. To this end, this paper, based on the motivational psychology, has conducted a questionnaire survey of three colleges and universities, so as to collect data for objective psychological analysis and then understand the students sports motivation formation mechanism through an empirical study. On this basis, the corresponding physical education program was formulated for further design of optimized physical education model that ordinary colleges and universities can learn from. Keywords:Psychological Motivation, College Education, Sports Motivation. 1. RESEARCH BACKGROUND 1.1 Literature Review Competency sense, autonomy and relevance perceivable to individuals are the three most basic kinds of psychological needs that can be used to identify support or impediment from the social environment (Wu, 2014). Competency sense is the ability to perceive, and emphasizes the individual's ability to effectively respond to the needs of the external environment (Wang, 2015). Autonomy focuses primarily on whether individual behaviors derive from the interest or self-recognized value, and emphasizes the autonomy of free choice and self-determination (Zhao, 2010). Relevance is the sense of belonging that individuals are connected to others in the group and feel themselves as a member of the team, and when the external environment provides adequate emotional power of acceptance, care and warmth, it can inspire individuals to accept various challenges to promote mental growth (Chen and Cheng, 2014). Motivation is caused by specific needs to satisfy the special psychological state and willingness. Generally, motivations are divided into three types: non-motivation, external motivations, and inner motivations, and individuals will regulate motivations under the influence of environment (Wang and Chen, 2014). Individuals, through the internalization and regulation of motivations, can make their own behavior get close to or meet the social values and standards. And the internalization of sports experience and its conversion into a deep intrinsic motivation are the basis to develop regular exercise habits. 1.2 Research Purpose Most studies have shown that the psychological needs of sports participants have differentiated relations with intrinsic motivation, external motivation and non-motivation. Through research on the sports motivation of university students, it is possible to provide effective suggestions for the adjustment of teaching models to further design a teaching program more acceptable driven by the inner needs of college students (Zhou, 2014). Therefore, this paper has explored and analyzed the sports motivations of college students based on the motivational psychology (Ye and Wang, 2006). Also, an empirical study has been carried out with the 297

2 questionnaire survey on three colleges and universities as the basic data, through psychological motivation variables compute mode and maximal likelihood estimation method. And then the paper analyzed the basic motivation of college students to participate in sports activities in order to develop a more rational teaching program (Li, 2011). In particular, the analysis of the basic motivations will bring us a vision to see whether the students have the sports-based psychological deviation, which will provide reliable data support for the targeted teaching and guide students to establish the healthy sports mentality and ways. 2. SELECTION OF REFERENCE VARIABLES The analysis of the psychological motivations of students during the sports requires dialectical analysis of subjectivity and objectivity. And in the design of first-level variables, the relevant variables are determined based on discussion with experts and scholars (Zhu and Xu, 2011). Also, communication with students PE teachers and psychological teachers is a must. Based on the effective confirmation by multiple parties and Maslow's Demand Hierarchy Theory, this paper designed five first-level variables: physiological demand motivation, safety demand motivation (psychological motivation), social demand motivation (sense of involvement), esteem demand motivation (sports satisfaction), and self-actualization demand motivation (happiness). The psychological performance demand motivation system model and distribution law are shown in Table 1. According to the research direction of the relevant literature and some data, this study analyzed partial sports psychological motivations of students, and the mainstream motive can be extracted from the Maslow needs hierarchy, and then the corresponding first-level variables are obtained. Finally, the first-level variables as a drive can be used to design the specific reference value of second-level variables, with reference to recommendations from physical education teachers and psychological teachers. Figure 1.Primary Variable Structure of College Students' Motor Demand Motivation First, the physiological demand motive is the most basic motive for students, that is, the physical health acquired in the sports. Two secondary variables are set in this motive variable. On the one hand, based on the differences in physical condition of students, this paper put forward the motivation to regain health. On the other hand, some students have excellent physical fitness, but aim to further enhance the body exercise ability. Such a progressive demand variable is another secondary variable. Second, the psychological needs motivation refers to the psychological comfort and psychological growth of students in the exercise. In this dimension, the psychological demand motive involves three secondary variables of autonomy, relevance and competence sense (Ding, 2013). The autonomy survey is mainly to determine the subjective initiative of students participating in the exercise, and whether they receive outside interference. Relevance is whether the student is related to teaching subjects during the exercise. If the student is connected with the teacher, the teaching subject, the sports item and the teaching method, the variable takes effect as a reference. The definition of trust is that whether students during the campaign is confident in the curriculum, teachers and classmates. If any lack of confidence, the psychological needs motivation is or will be no longer invalid. Thirdly, the participation motivations are students' intrinsic motivation and external motivation in the exercise. The intrinsic motivation is that the sense of participation is generated by the students self-consciousness in the exercise, and the external motivation is the consciousness and thoughts that students participate in the exercise are disturbed by external factors. And if there are no obvious features of the two aspects, it shall be regarded as 298

3 no sense of participation was acquired by students in the exercise. Finally, the variable design for athletic satisfaction is to investigate whether a student is satisfied from a physical activity, extracurricular sports, a sports club, or a related activity in a community. The satisfaction can be identified from five secondary variables, namely physical relaxation, psychological ease, social needs, access to education, and limb beauty. Physiological relaxation means that the basic activity load required for the exercise by students is met, and the additional demand acquired on this basis is set to psychological ease, that is, the student s satisfaction with the physical and mental relaxation (Xu and Xie, 2013). Social needs are substantively communicative behaviors that earn respect. That is to say, students achieve the expected interpersonal purpose in the harmony with the surrounding major social circle. The motive analysis of the limb beauty is mainly whether the students achieve the expected exercise index, namely the satisfaction out of the welcomed and praised sports effects. In addition, the highest motive of self-actualization is set as the supplementary analysis variable in addition to the above four motivations of demand. Although students understanding of this aspect is relatively vague in the survey, it can be constrained by investigating other feedback. (Yu and Lu, 2016). the constraints are life vitality, self-worth, health concern, friendly relations, altruistic behavior, and personality growth, six secondary variables. Life vitality is the variable reference commented by other students or teachers on the performance of the student in the exercise, and self-value is the subjective judgment of the students themselves. And health concerns are divided into students' own judgments, as well as the common evaluation by classmates and teachers. Friendly relationship refers to the student has been recognized by others, and altruistic behavior refers to the external judgments or infer of the motivation of students behavior orientation, which though with bias or misunderstanding out of subjective assumptions, can measure the views of others on the students. And as for the personality growth, information provided by the teacher is mainly used as a reference index to identify the student's athletic performance and academic achievements. 3. ESTABLISHMENT OF COLLEGE STUDENTS' MOTOR MOTIVE PSYCHOLOGY MODEL 3.1 Operations of psychological motivation variables According to Freud 's behavioral motive theory, the motive is formed by the subject consciousness and the external factors in the course of college students' participation in sports. Therefore, the variable function formula is designed as B = f (PE). In the formula, B is the final individual sports presented form and the external manifestation of the psychological motive of students as a subjective motive. P is the proportion of the behavior among the student base in this formula. E refers to the main environmental factor. F is the primary variable reference acquired by students in the sports. 3.2Maximum likelihood estimation X as a discrete type is used to evaluate the change trend of students motivation in the exercise, which is listed by its probability distribution as P = P = p{x; θ}.θ is the primary variable of the known parameter, and (X1, n X2, X3... X n) is the overall value of the student parameter n sample, with its distribution rule as i=1 p(x i ; θ). Then, regular changes in primary variables are extracted and put into the secondary variable formula: L θ = L X n ; θ = n i=1 p(x i ; θ) (1) 3.3 Verification method The probability of the function formula is identified as the θvalue changes, represents the presentable forms of secondary variables in the statistical data, and takes L(θ) as the final result. Calculate the proportion and formation of students basic exercise psychology. Then in line with the variation range of maxl(x 1, x 2, x 3, x n ) in the maximum natural number rule, the maximum likelihood estimator is evaluated and used as the main way to evaluate the student's motive. And the corresponding test method is applied to determine the proximity to the maximum, and then analyze the statistical significance of function variable differential calculus. The verification formula is as follows: 299

4 L θ = inl (θ) θ j = 0 (2) When L θ is infinitely close to 0, it proves the reliability of the results of this study. When L θ 1, the research direction or investigation and evidence collection way is wrong, and the research results shall be input again for calculation. 4. DATA RESEARCH 4.1 Sample Source Take three ordinary colleges and universities as example, namely Dalian University of Technology, Shanghai Jiaotong University, and Tianjin Foreign Language Institute. The survey questionnaire includes a total of 35 questions covering primary and secondary variables. Each question has 5 options (highly agree, agree, generally, hardly agree, indifferent), with each option taking up 25% of the value of the question. This questionnaire is delivered by the physical education teachers and psychological counselors, and ensure students fill in the questionnaire with subject consciousness free from outside interference within required 3h. Excluding the questionnaires completed more than 3 hours or interfered externally or by driving forces, 2975 questionnaires out of 3765 were collected at the rate of 79.02%. At the same time, the secondary reference variable questionnaires were designed and delivered to the physical education teachers of three colleges and universities. Together with the students' feedback information, the authenticity of mathematical statistics was evaluated. 4.2 Mathematical statistics analysis The above survey questionnaires were collected and compiled into Excel tables. Mathematical analysis was carried out with statistical software SPSS 19.0, with the difference average value expressed as (± s). The statistical results are shown in Table 1. Table 1 The First-Class Variables and Secondary Variables of College Students Are Introduced Into The Results Analysis The primaryvariable Physiological demand motive Physiological demand motive Sports satisfaction The secondary variables Health recovery Progressive ability 2.12± ±1.06 Intrinsic motivation Extrinsic motivation No motivation 2.86± ± ±1.05 Relax Social Education Body beauty thepsychological psychological psychology 3.67± ± ± ±0.74 Psychological needs autonomy Correlation between Feeling ofcompetence 5.16± ± ±2.76 happiness Health concerns Friendly relations Altruistic behavior The personality 2.02± ± ± ± Checking computation The results of mathematical statistics was put into L θ = inl (θ) θ j = 0 (3) for checking, showing that the result of L θ 0.021is close to the expected value, proving the reliability of the statistical results of statistical significance. And the main motivation factors presented in this study include five secondary variables of exercise ability progress, social psychology, limb beauty, autonomy, and friendly relationship. Therefore, it can be concluded that the main motivations of college students in the exercise are 300

5 based on five aspects of the primary variables. And in the specific secondary variables, specific issues can be found in four aspects, namely health mentality, sports planning, participation motivation, and consciousness deviation. 5. ANALYSIS OF THE COLLEGE STUDENTS' SPORTS MOTIVATIONS 5.1 Emergency for the adjustment of students exercise mentality In the analysis of physiological needs, the students don t hold strong subjective consciousness of exercise rehabilitation, and have misunderstanding of relaxation training in sports satisfaction, especially embodied by low attention to health in the happiness variable. Therefore, it can be judged that students have yet to develop high subjective consciousness of fitness type or concept in the sports items (Wang, 2016). The specific causes of such problems need further investigation. However, without definite conclusion, colleges and universities should first change the focus of physical education, and guide students in cultivation of sports subjective consciousness through the sunshine teaching philosophy, to build a healthy and positive exercise concept. And then a healthy sports literacy is developed via a good exercise mental state. 5.2 Lack of reasonable exercise planning by students In the psychological needs, students are more autonomous, but have relatively vague subjective consciousness of the relevance and competence sense. If the daily exercise shows the corresponding needs but fails to nurture good exercise habits or ways, students still cannot achieve the desired effect of exercise (Chen L, 2009). It can be seen that the students do not have the subjective consciousness, while the objective motive proves intense sports demands of the students. Then how to develop the sports management and the effective way in the absence of scientific guidance deserves attention from universities and colleges in their physical education. 5.3 Lack of guidance of students participation motivation In this survey, it was found that students show weakest participation motivation out of all motivations, embodied by weaker relevance to sports, teaching subjects and instructors. Relevant surveys show that students in the university choose the community or extracurricular sports as a supplement to supports, proving that the main problems of this study resembles other studies. If the sports offered by the university cannot satisfy students, they will choose other forms of exercises, such as sports and fitness programs organized by community organizations (Zhang and Zhou, 2016). In this case, basic exercise amount is met by other supplementary projects, students are less motivated by the classroom exercises, leading to low sense of participation. Colleges and universities should take this condition seriously and adjust the existing teaching subjects to attract more students to participate in in-school sports activities. 5.4 Students deviated awareness for exercise demands Fourth, college students show strongest sports progress and limb beauty needs. In the daily physical education, teachers should grasp the tendency and design the scientific way for students to enhance their exercise ability. And the limb beauty survey indicated a distance from the expected results. In the design of the primary and secondary variables, relevant experts and scholars believe that such a sports motivation is mainly held by female students. However, the results of this survey found that the percentages of male and female students with this motivation are close by 32.75% and 35.86% respectively, which has been found by psychology teachers and physical education teachers in the daily teaching. Concerning the psychology during students growth, male students show such a motive maybe due to attracting girls. And some teachers said that males students in the sports pay more attention to personal image than female students. Therefore, this study suggests that the teaching direction should take into consideration the psychological changes of students. If the students show vague awareness of the autonomy of the sports body motivation and focus on whether the sport can express their own body beauty, then students may show extreme tendency in the amount and way of exercise. For example, they may select the sports which enable frequent contacts with the opposite sex, maintain their own image, or offer lower exercise load. 6. CONCLUSION In summary, the results of this survey show a partial deviation in the basic exercise motives of college students, 301

6 which is mainly reflected in the following four aspects. First, it s urgent for universities to cultivate healthy exercise mentality for students, especially to guide the health-oriented awareness. Second, students don t have reasonable planning of exercises, which college sports teachers shall hold the primary responsibility for. They should timely understand and adjust students unreasonable sports, because only scientific fitness can effectively improve the students' sports skills and level. Thirdly, students' participation motivation should be guided due to some deviation. If the subject misunderstand the objective exercise, the effective exercise mode and behavior cannot play a positive guiding force, leading to unsatisfactory final exercise effect. Therefore, universities should strengthen their guidance on students exercise participate motivation. Fourth, students show a deviated exercise needs. Psychological counseling teachers and physical education teachers should keep abreast of the psychological changes of students, and then through effective intervention measures adjust the mentality of students, in order to guide students to establish a more objective concept of exercise and improve the health-oriented awareness of students. ACKNOWLEDGMENTS Research fund project: Status quo of and measures for the physical education and living styles of Sichuan university students; Project no: skq REFERENCES Chen L. (2009). An overview of Chinese college students' organizational research, Development and evaluation of higher education,25(02), Chen L., Cheng K.M. (2014). Research review of motor motivation, Journal of jilin sports institute, 30(02), Ding J. (2013). Empirical study on the use of stratified teaching in college physical education, Journal of huanggang vocational and technical college,15(03), Li H. (2011). A college physical education curriculum based on lifetime sports ability, a case study of jimei university. Sports science research, 2011, 21(01): Wang J.M. (2015). Study on the influence of college sports options teaching on students' motor motivation, Journal of guangzhou sports university,35(03), Wang J.X. (2016). The value of exercise morality education in sports education mode, Shandong sports technology,38(03), Wang X.M., Chen Y. (2014). Correlation analysis of campus sports culture construction and college students' sports participation, Sports research and education,29(04), Wu W.J. (2014). The empirical study of PTR standard teaching method in tennis teaching, Journal of minnan normal university (natural science edition),27(04), Xu F., Xie H. (2013). A study on the influencing factors of exercise adherence in the context of college students' exercise commitment, Zhejiang sports science,35(03), Ye S. Y., Wang B.H. (2006). A study on the professional attitude and influencing factors of students in colleges and universities in zhejiang province, China sports technology,(06), Yu J.P., Lu C.X. (2016). Life and life interaction model on the back leap high technology learning anxiety intervention, Contemporary Sports Technology, 6 (14), Zhang Q., Zhou T.Y. (2016). Research on optimization of physical education curriculum system in colleges and universities under the perspective of human development ecology, Chinese school physical education, 3 (06), Zhao W. (2010). From the theory of social learning, the influence of college sports associations on college students' sports skills, Journal of nanjing institute of physical education (social science edition),24(06), Zhou H.J. (2014). Experimental study on the training of female physical exercise habits in normal universities, Journal of Chinese women's college, 26(04), Zhu X.H., Xu W.T. (2011). Chen fang. Study on organizational governance of college students: dilemma review and progress revelation, University education management,11(03),