Exercise Engagement and Quality Physical Education as Determinants of Psychological Need Satisfaction among Tertiary Students

Tertiary-level students have been found to experience relatively low levels of psychological need satisfaction, a concern that has been widely documented among physical education (PE) populations globally. Within this context, the present study examined the extent to which exercise engagement and the quality of physical education contribute to students’ psychological need satisfaction. The investigation was conducted in Region XI in the southern Philippines, specifically within tertiary institutions located in the Island Garden City of Samal, a coastal municipality in Davao del Norte. A quantitative diagnostic research design was employed, involving a sample of 280 students selected through proportionate stratified random sampling to ensure representativeness across institutions. Descriptive statistics, including mean and standard deviation (SD), were utilised to assess the levels of exercise engagement, quality of physical education, and psychological need satisfaction among participants. Furthermore, multiple linear regression analysis was conducted to examine the predictive relationships among the variables. The findings indicated that exercise engagement and the quality of physical education collectively accounted for 71% of the variance in students’ psychological need satisfaction, demonstrating a substantial and statistically significant contribution. These results provide partial empirical support for the Theory of Planned Behavior, particularly in relation to behavioural and contextual determinants of student outcomes. However, a remaining 29% of the variance was unexplained, suggesting the influence of additional factors not captured within the present model. In light of these findings, future research is encouraged to explore other potential determinants, such as attitudes towards behaviour, which may further elucidate variations in psychological need satisfaction. From a practical perspective, educational institutions are advised to enhance student engagement in physical activity and to implement high-quality, student-centred PE programmes. Such initiatives may play a pivotal role in fostering improved psychological need satisfaction and, consequently, promoting overall student well-being and participation.