Influence of self-efficacy and self-regulated learning strategies on university students' adjustment to physical education classes

The purpose of the present study was to examine the influence of self-efficacy and self-regulated learning strategies related to physical education classes in the context of university students' adjustment to physical education. Four hundred twenty university students (male=248, female=172, mean age=18.70 years, SD=1.23 years) completed a questionnaire on self-efficacy and self-regulated learning strategies related to physical education classes and their adjustment to them. First, a physical education class self-efficacy scale was developed, and its reliability and validity were examined. The results indicated that the reliability (internal consistency and reproducibility) and validity (construct and criterion-related validities) of this scale were optimal. Next, a hypothetical model of the influence of self-efficacy and self-regulated learning strategies on adjustment to physical education classes was examined using covariance structure analysis. The results revealed that (a) the hypothesized model had an acceptable fit (GFI=.947, CFI=.967, RMSEA=.078), and that physical education class self-efficacy (b) had a direct positive effect on adjustment, and also (c) had a positive effect on adjustment through self-regulated learning strategies. These results showed that physical education class self-efficacy directly influenced adjustment to physical education classes as well as indirectly promoting it through self-regulated learning strategies.