Shaping student motivation to participate in sporting activities through educational psychology: Insights from a case study at Hanoi Metropolitan University

Abstract

This study investigated the impact of educational psychology on students' physical activity habits at Hanoi Metropolitan University. The research aimed to analyze psychological factors influencing motivation for physical activity, evaluate the role of teaching styles in physical education, identify barriers to physical activity participation, and propose solutions to help students maintain exercise habits. Using a mixed-methods approach, a survey was conducted with 300 students (135 male, 165 female) to measure motivation for physical activity, perceptions of instructor support, and levels of sports participation, while 30 students were interviewed in-depth to understand the influence of instructors, peer and social media impacts, and personal obstacles. The results indicate that students with higher intrinsic motivation tend to maintain physical activity more effectively, while autonomy-supportive teaching methods enhance motivation and long-term commitment to sports. However, barriers such as academic pressure, lack of sports facilities, and psychological stress negatively affect students' engagement in physical activity. The study concludes that integrating educational psychology principles, such as autonomy-supportive teaching, creating an encouraging environment for physical activity, and leveraging social influences, can help students develop sustainable exercise habits.