Physical Activity and Mental Health Among Chinese University Students: The Chain Mediating Roles of Psychological Resilience and Social Adaptability

Physical Activity and Mental Health Among Chinese University Students: The Chain Mediating Roles of Psychological Resilience and Social Adaptability | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Article Physical Activity and Mental Health Among Chinese University Students: The Chain Mediating Roles of Psychological Resilience and Social Adaptability Wanxu Liu, Zilin Wang, Xinyi Hou, Yuanxin Sun, Ke Xu This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8701401/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 13 Apr, 2026 Read the published version in Scientific Reports → Version 1 posted 11 You are reading this latest preprint version Abstract Mental health (MH) issues among university students have garnered significant interest, highlighting the importance of identifying effective protective factors. This study investigated the relationship between physical activity (PA) and MH among Chinese university students, with a focus on the chain mediating roles of psychological resilience (PR) and social adaptability (SA). A questionnaire survey was conducted among 519 students from three universities in the Beijing–Tianjin–Hebei region using validated measures of PA, MH, PR, and SA. Pearson correlation analysis and structural equation modeling with Bootstrap methods were applied to examine direct and indirect effects. Results indicated that PA was positively associated with PR, SA, and MH. PR and SA each independently mediated the relationship between PA and MH. Furthermore, a significant chain mediating effect was identified, indicating that PA enhanced MH through the sequential pathway of PR and SA. These findings suggest that PA contributes to MH not only through direct effects but also by strengthening internal psychological resources and external SA. Promoting PA alongside resilience and SA development may offer an effective strategy for improving MH among university students. Humanities/Health humanities Biological sciences/Psychology Social science/Psychology Physical Activity Mental Health Psychological Resilience Social Adaptability University Students Figures Figure 1 Introduction Young people constitute a core force for a nation’s future development, and their mental health (MH) level is an important indicator of national human capital quality and social vitality. However, the China National MH Development Report (2021–2022) indicates that individuals aged 18–24 represent a high-risk group for MH problems such as depression and anxiety, with a detected depression risk rate of 24.1%, which is significantly higher than that of other age groups 1 . Extreme incidents among university students triggered by psychological crises have also been frequently reported 2,3 , reflecting that MH problems have become a serious challenge hindering the comprehensive development of university students 4 . University students are at a critical transitional stage from adolescence to early adulthood, during which they face multiple developmental tasks, including identity construction, academic and employment pressure, and the restructuring of interpersonal networks. Under the interaction of internal and external stressors, they are particularly vulnerable to psychological maladjustment 5,6 . Therefore, systematically exploring effective pathways and underlying mechanisms for promoting MH among university students has become a research issue of both urgency and importance. Physical activity (PA) is widely recognized as an effective intervention for promoting physical and MH. A large body of research has shown that PA can directly facilitate the development of brain function and cognitive abilities 7 , and it has also been demonstrated to exert significant positive effects on MH. PA can regulate emotion-related neurotransmitters and alleviate symptoms of depression and anxiety 8,9 .It also reduces the frequency and intensity of negative emotions 10 , and enhance subjective well-being and psychological satisfaction by satisfying health-related and social motivations 11 . Based on this evidence, the present study proposes the first direct-effect hypothesis: PA positively predicts the MH level of university students (H1). However, the MH benefits of PA are not merely the result of a simple direct causal relationship, but are more likely to be achieved through changes in a series of internal psychological and social capacities. According to sport psychology theories, the benefits of PA arise from the interaction between individuals and their environments 12 , among which psychological resilience (PR) and social adaptability (SA) are considered two key mediating variables. Positive psychologist Fred Luthans 13 defined PR as an individual’s developable capacity to recover rapidly from adversity, failure, positive challenges, and increasing responsibilities. As an important psychological trait, PR has been shown to significantly and positively predict MH 14 , subjective well-being 15 , and life satisfaction 16 among university students, and it serves as a crucial protective factor against maladaptive psychological and behavioral problems such as depression and anxiety 17 . Empirical studies have confirmed a significant positive association between PA and PR 18 . University students who engage in moderate- to high-intensity PA exhibit significantly higher levels of PR than those who participate in low-intensity activity 19 , and moderate-intensity PA appears to be particularly effective in enhancing resilience 20 . Moreover, PR frequently plays a mediating or moderating role in the relationship between PA and psychological outcomes such as emotion 21 . Nevertheless, concerning evidence indicates that the level of PR among Chinese university students has shown a declining trend over the past decade (2007–2021) 22 , highlighting the urgency of enhancing resilience through effective approaches such as PA. SA refers to an individual’s capacity to actively adjust psychologically and behaviorally during interactions with the social environment in order to achieve harmony and balance with that environment 23 . Research has shown that adolescents with insufficient interpersonal skills are more likely to experience feelings of inferiority and low self-efficacy, and tend to exhibit avoidance, procrastination, and burnout when engaging in social practices such as cooperative learning and PA 24 . Adolescents with poor social competence are also more prone to approach-avoidance conflicts and withdrawal tendencies, often displaying inactive and sedentary PA patterns. Over time, this may lead to negative self-presentation and inactive exercise behaviors, ultimately impairing physical and MH development 25 . With the growing body of research on the effects of PA on PR among university students, one line of evidence suggests that PR mediates or moderates the effects of PA on emotional outcomes 21 , while another perspective emphasizes that participation in PA is an effective means of cultivating PR and fulfilling sport-related psychological needs. The development of sport skills supports lifelong PA behaviors, and PA positively influences PR, with moderate-intensity activity yielding the strongest effects 20 . Accordingly, this study further hypothesizes that PR (H2) and SA (H3) independently mediate the relationship between PA and MH. PR and SA do not operate in isolation; rather, they form a continuous pathway from “internal psychological resources” to “external behavioral adaptation.” If MH is regarded as a prerequisite for comprehensive personal development, PA serves as a concrete means to achieve this goal, while social adaptation represents one of its important external manifestations and long-term outcomes 26 . PA may first enhance PR as an internal protective factor, subsequently improve university students’ capacity to adapt to the external social environment, and ultimately promote overall MH. To test this complete pathway, the present study proposes a core chain mediation hypothesis: PR and SA jointly play a chain mediating role in the relationship between PA and MH among university students (H4). In summary, by validating this integrated model, the present study aims to systematically elucidate the internal mechanisms through which PA exerts psychological benefits, thereby providing solid empirical evidence and theoretical guidance for the design of multi-level and targeted MH promotion programs in university settings. Materials and methods Participants Participants were selected using a random sampling method. One university was randomly selected from each of Beijing, Tianjin, and Hebei, and a questionnaire survey was conducted in February 2025. A total of 600 questionnaires were distributed, of which 551 valid questionnaires were returned, yielding an effective response rate of 91.83%. After excluding questionnaires with low completion rates or evident random responses, 519 questionnaires with consistent coding were retained as the final valid sample for analysis. The final sample consisted of 253 male students (48.75%) and 266 female students (51.25%). With respect to academic year, 135 participants were first-year students (26.01%), 138 were second-year students (26.59%), 126 were third-year students (24.28%), and 120 were fourth-year students (23.12%). Table 1 Basic Characteristics of the Participants (n = 519) Grade Sex Total Male Female First-year 67 68 135 Second-year 65 73 138 Third-year 60 66 126 Final-year 61 59 120 Total 253 266 519 Measures Physical Activity Rating Scale-3 (PARS-3). The PARS-3, revised by Liang Deqing, was used to assess PA level across three dimensions: exercise intensity, duration, and frequency. This scale measures participation in PA 27 . A 5-point Likert scoring method was adopted, consisting of three items (intensity, frequency, and duration). The total PA score was calculated as: PA intensity × (PA duration – 1) × PA frequency. Higher total scores indicate greater exercise volume and a higher level of PA. In the present study, the Cronbach’s α coefficient of the scale was 0.80. item Genera lHealth Questionnaire (GHQ-12). The GHQ-12, revised by Li Yimin et al. 28 , was used to measure adolescents’ MH from two dimensions: positive health and negative health. Items were rated on a 4-point scale ranging from 0 (“never”) to 3 (“often”), with negatively worded items scored in reverse. Higher scores indicate better MH status. In this study, the overall internal consistency coefficient of the questionnaire was 0.93, and the internal consistency coefficients for the positive health and negative health dimensions were 0.90 and 0.95, respectively. Social Adaptability Scale (SAS). SAS, developed by Zheng Richang 29 , was used to assess adolescents’ SA from both positive and negative aspects. A 3-point Likert scoring method was applied. For odd-numbered items, responses of “yes,” “uncertain,” and “no” were scored as − 2, 0, and 2, respectively; for even-numbered items, “yes,” “uncertain,” and “no” were scored as 2, 0, and − 2, respectively. The sum of all item scores was used to evaluate participants’ SA. In the present study, the overall internal consistency coefficient of the scale was 0.95, and the internal consistency coefficients for the learning adaptability, interpersonal adaptability, and life adaptability dimensions were 0.87, 0.91, and 0.81, respectively. The resilience scale for Chinese adoles⁃cent (RSCA). The RSCA, developed with reference to the work of Hu Yueqin and colleagues 30 , was used to assess PR. The scale consists of five dimensions: goal focus, emotional control, positive cognition, family support, and interpersonal assistance. A 5-point rating scale (1–5) was employed, with higher scores indicating higher levels of PR. The sum of all item scores was used to evaluate participants’ overall resilience level. In this study, the overall internal consistency coefficient of the scale was 0.96, and the internal consistency coefficients for goal focus, emotional control, positive cognition, family support, and interpersonal assistance were 0.88, 0.89, 0.89, 0.90, and 0.88, respectively. Procedure The survey was conducted online between February and April 2025. Prior to the main study, the questionnaire was pretested with several teachers from relevant academic backgrounds and undergraduates from non-sample schools to collect feedback on its content and layout. Using an online distribution approach, the questionnaire was administered through the online survey tool “Questionnaire Star” and completed on computers or mobile devices. Teachers shared the survey link or QR code with their classes, and students were informed of their voluntary right to participate. They were provided with an explanation of the study purpose, the voluntary nature of participation, confidentiality measures, expected duration, and data retention policies. This study was approved by the ethics committee of Beijing Sport University (Approval No: 2025032H) and conducted in accordance with the principles of the Declaration of Helsinki and relevant regulations. All participating schools provided consent, and all participants gave informed consent prior to participation. After providing consent, participants could access and complete the questionnaire. Throughout the survey process, researchers were available online to address any inquiries, ensuring the smooth operation of data collection. All data collected were used solely for academic research and analysis. Data analysis Data in this study were collected using a questionnaire survey. To ensure data validity, participants were informed prior to questionnaire administration that the survey was conducted anonymously, that the collected data would be used solely for academic research purposes, and that they should respond truthfully. Statistical analyses were performed using SPSS 27.0 and AMOS 24.0. First, independent-samples t tests and one-way analyses of variance (ANOVA) were conducted to examine differences in study variables across demographic characteristics. Second, Pearson product–moment correlation analysis was used to assess the relationships among the study variables. In addition, Harman’s single-factor test was applied to evaluate the presence of common method bias. Following the stepwise regression approach proposed by Wen Zhonglin and colleagues, and using bias-corrected Bootstrap methods, structural equation modeling was conducted with AMOS 24.0 to further examine the pathways through which PA influences MH among university students. A Bootstrap procedure with 2,000 resamples was employed to test the direct and indirect effects in the model. Model fit was evaluated using the χ²/df ratio, the root mean square error of approximation (RMSEA), the comparative fit index (CFI), and the Tucker–Lewis index (TLI). The acceptable criteria were set as follows: CFI > 0.90, TLI > 0.90, and RMSEA < 0.08. All statistical tests were two-tailed, with the significance level set at α = 0.05. Results Test for Common Method Bias Harman’s single-factor test was conducted to assess common method bias. All items measuring PA, MH, and SA were subjected to an unrotated exploratory factor analysis. The results showed that the percentage of variance explained by the first factor was 30.232%, which was below the critical threshold of 40%. Therefore, no significant common method bias was detected in this study. Analysis of Demographic Characteristics Across Variables Independent-samples t tests and one-way analyses of variance (ANOVA) were used to examine differences in PA, MH, and SA across gender and academic year. The results indicated significant differences in PA, MH, and SA by both gender and academic year. Male students scored significantly higher than female students on PA, MH, and SA, with high statistical significance ( p < 0.001). With respect to academic year, third-year students achieved the highest scores in PA and MH and also demonstrated relatively strong SA, whereas first-year students showed comparatively lower levels on these variables. The differences across academic years were statistically significant ( p < 0.001). Detailed results are presented in Table 2. Table 2 Analysis of Demographic Differences (\(\:\stackrel{\text{-}}{\text{x}}\text{±}\text{s}\)) Variable PA MH SA PR Gender Male 51.709 ± 31.575 3.808 ± 0.880 3.350 ± 0.888 3.776 ± 0.739 Female 33.226 ± 31.294 3.516 ± 0.797 3.014 ± 0.930 3.388 ± 0.709 t 6.563 3.904 4.123 5.992 p 0.000*** 0.000*** 0.000*** 0.000*** Grade Freshman 36.305 ± 31.408 3.539 ± 0.855 3.016 ± 0.914 3.462 ± 0.719 Sophomore 43.516 ± 31.432 3.676 ± 0.782 3.234 ± 0.864 3.611 ± 0.659 Junior 63.326 ± 31.488 4.114 ± 0.893 3.683 ± 0.917 3.983 ± 0.876 Senior 55.750 ± 43.186 3.990 ± 0.903 3.600 ± 1.155 3.731 ± 1.256 F 10.319 6.917 8.601 6.817 p 0.000*** 0.000*** 0.000*** 0.000*** Correlation Analysis Among Variables Pearson correlation analysis was conducted to examine the relationships among PA, MH, PR, and SA. The results indicated that PA, MH, PR, and SA were all significantly and positively correlated with one another. Higher levels of PA were associated with higher levels of MH, PR, and SA, with all correlation coefficients reaching a very high level of statistical significance ( p < 0.001). These findings suggest that PA may play a positive role in promoting MH, PR, and SA, and that the variables are interrelated, jointly reflecting individuals’ overall functioning in psychological well-being, social adaptation, and stress coping. Detailed results are presented in Table 3. Table 3 Correlations Among Variables (\(\:\stackrel{\text{-}}{\text{x}}\text{±}\text{s}\),r) Variable M SD 1 2 3 4 1.PE 41.876 32.723 1 2.PR 3.570 0.748 0.366** 1 3.SA 3.171 0.925 0.377** 0.303** 1 4.MH 3.653 0.849 0.447** 0.372** 0.343** 1 Note: PA, physical activity; PR, psychological resilience; SA, social adaptability; MH, mental health. * < 0.05,** < 0.01,*** < 0.001 Note: PA, physical activity; PR, psychological resilience; SA, social adaptability; MH, mental health. * p < 0.05,** p < 0.01,*** p < 0.001 Mediation Effect Analysis The mediation effects were tested using the stepwise regression approach proposed by Wen Zhonglin and colleagues 31 . The results showed that PA had a significant positive predictive effect on PR ( β = 0.301, p < 0.001). After controlling for PA, PR remained a significant positive predictor of SA ( β = 0.223, p = 0.004). When PA, PR, and SA were simultaneously entered into the regression model, all three variables significantly and positively predicted MH. Specifically, the path coefficients were as follows: PR → MH ( β = 0.177, p < 0.001), SA → MH ( β = 0.097, p = 0.002), and PA → MH ( β = 0.301, p < 0.001). The direct effect of PA on MH remained significant, indicating that PR and SA partially mediated the relationship between PA and MH. Moreover, the above pathways satisfied the criteria for a chain mediation effect. Detailed regression coefficients and model fit indices are presented in Table 4. Table 4 Regression Analysis of Variables in the Model Path β S.E. C.R. p PA→PR 0.301 0.039 7.74 <0.001 PA→SA 0.397 0.061 6.502 <0.001 PR→SA 0.223 0.079 2.844 0.004 PR→MH 0.177 0.05 3.562 <0.001 SA→MH 0.097 0.031 3.152 0.002 PA→MH 0.301 0.044 6.881 <0.001 To further examine the chain mediating roles of PR and SA in the relationship between PA and MH, the hypothesized model was tested using AMOS 24.0, with maximum likelihood estimation employed. In this model, PA was specified as the independent variable, PR and SA as the mediating variables, and MH as the dependent variable. Considering the sensitivity of the χ² test to large sample sizes, multiple fit indices were used to evaluate model acceptability. The initial model exhibited unsatisfactory fit (χ²/df = 5.868, RMSEA = 0.099). Based on the modification indices and theoretical considerations, the residuals of the “goal focus” and “positive cognition” indicators within the PR construct were allowed to correlate. This modification was theoretically and methodologically justifiable, as both indicators represent active cognitive components of PR. After this adjustment, the model fit improved substantially. The final model fit indices were as follows: χ²/df = 2.875, CFI = 0.975, TLI = 0.967, RMSEA = 0.061, and GFI = 0.950, indicating an acceptable to good fit between the model and the data. The structural equation model is presented in Fig. 1, and the model fit indices are reported in Table 5. Table 5 Model Fit Indices Model χ 2 /df CFI TLI RMSEA Intital Model 5.868 0.935 0.914 0.099 Revised Model 2.875 0.975 0.967 0.061 Using bias-corrected Bootstrap analysis with 2,000 resamples, the results showed that the total effect of PA on MH was significant ( p < 0.001). The direct effect was also significant, accounting for 75.44% of the total effect, while the total indirect effect was significant as well, accounting for 24.56% of the total effect. The specific indirect pathways included: (1) PA → PR → MH, which accounted for 13.28% of the total effect; (2) PA → SA → MH, which accounted for 9.52% of the total effect; and (3) PA → PR → SA → MH, representing the chain mediating effect and accounting for 1.76% of the total effect. The 95% confidence intervals for all three indirect pathways did not include zero, indicating that PR and SA each played a simple mediating role in the relationship between PA and MH, and that together they constituted a chain mediating pathway. Detailed results are presented in Table 6 and Fig. 1. Table 6 Bootstrap Analysis of Mediation Effects Path Estimate 95% LLCI 95% ULCI Effect Total effect 0.399 0.321 0.50 1 Direct effect 0.301 0.209 0.403 75.44% Total indirect effect 0.098 0.051 0.182 24.56% PA→MR→MH 0.053 0.020 0.100 13.28% PA→SA→MH 0.038 0.012 0.086 9.52% PA→MR→SA→MH 0.007 0.001 0.018 1.76% Note: PA, physical activity; PR, psychological resilience; SA, social adaptability; MH,mental health. LLCI, lower limit of confidence interval; ULCI, upper limit of confidence interval. Discussion This study constructed and tested a chain mediation model to examine the association between PA and MH among Chinese university students. The results supported all proposed hypotheses, demonstrating that PA was not only directly and positively associated with MH, but also exerted indirect effects through the mediating roles of PR and SA. Specifically, PR and SA functioned both as independent mediators and as components of a sequential pathway linking PA to MH. These findings provide empirical evidence that the MH benefits of PA are achieved through the joint effects of internal psychological resources and external adaptive capacities, thereby extending existing research on resilience-oriented MH promotion among university students. Direct Effects of PA on MH Consistent with previous research, the present study confirmed a significant direct association between PA and MH among university students 23 , 32 – 39 . This finding aligns with a substantial body of literature demonstrating that regular PA is associated with reductions in symptoms of depression, anxiety, and stress 40 , 41 , as well as improvements in emotional well-being and psychological functioning 42 – 44 . From a physiological perspective, PA has been shown to improve cerebral blood flow, promote neuroplasticity, and regulate neurotransmitter systems such as endorphins and dopamine, all of which contribute to mood enhancement and emotional regulation 8 , 9 , 45 . In addition, PA often involves social interaction, which can facilitate teamwork, strengthen group cohesion, and help individuals establish social support networks. These processes may alleviate loneliness and psychological burden resulting from academic stress or interpersonal disengagement 46 – 49 . At the psychological level, exercise psychology models suggest that PA directly supports MH by providing repeated experiences of successful mastery, enhancing self-efficacy, and facilitating emotional release 50 , 51 . Moreover, affective benefit models of exercise emphasize that moderate- to high-intensity PA can elicit positive emotional responses, which, when accumulated over time, contribute to sustained improvements in psychological states 52 , 53 . Within the model proposed in this study, the persistence of the direct effect indicates that PA remains a fundamental behavioral resource for maintaining and promoting MH, even after accounting for the mediating roles of psychosocial factors. Independent Mediating Roles of PR and SA In addition to the direct pathway, the findings further revealed that PR independently mediated the relationship between PA and MH. PR is widely regarded as a key protective psychological resource that enables individuals to adapt to stress, adversity, and life challenges 13 , 54 . Participation in PA is often accompanied by physical exertion, exercise-induced fatigue, performance pressure, and goal pursuit, all of which continuously require emotional regulation, behavioral persistence, and adaptive coping. According to resilience process theory, PR is a dynamic developmental process resulting from the interaction between life events and protective factors 55 . As a positive coping strategy, PA provides university students with opportunities to release emotions and alleviate stress, thereby systematically enhancing their stress-coping capacity and PR. This process enables individuals to manage setbacks and pressures more effectively and improves their psychological adjustment abilities 56 , 57 . Moreover, PA frequently involves explicit goal setting, such as skill mastery and performance improvement. Achieving these goals allows individuals to accumulate successful mastery experiences and strengthen self-confidence, which in turn enhances PR when facing other life challenges 58 , 59 . SA also emerged as a significant independent mediating factor in the relationship between PA and MH. Previous studies have demonstrated that PA has a substantial impact on individuals’ SA and can effectively promote its development 26 , 60 , 61 . In addition, social participation has been shown to partially mediate the association between vigorous PA and MH 62 . PA, particularly group-based or cooperative sports, provides individuals with rich opportunities for social interaction, collaboration, and competition, which facilitate the development of social skills, strengthen team cohesion, and enhance social integration 63 , 64 . At the same time, the demands placed on attention, emotional regulation, and stress coping during PA contribute to improvements in individuals’ adaptive and regulatory capacities in daily life 65 – 67 . Empirical evidence indicates that university students who participate in PA exhibit significantly higher levels of SA than those who do not, and that PA is a key determinant of SA 68,69 . Higher SA helps reduce interpersonal stress and enhance social support, thereby promoting MH 70,71 . Taken together, the present study demonstrates that PA promotes MH not only by strengthening internal psychological resources such as PR, but also by enhancing individuals’SA, with both mechanisms jointly contributing to MH improvement. Chain Mediating Role of SA and PR One of the core contributions of this study lies in identifying an important chain mediating pathway through which PA influences MH via PR and SA. This sequential process indicates that PA not only directly improves psychological states, but also indirectly promotes MH by enhancing individuals’ PR resources for coping with stress and adversity 18 – 20 , 72 , as well as strengthening their SA in terms of environmental integration and interpersonal functioning 24 , 25 , 27 . Although the effect size of this pathway is relatively small, its theoretical significance is substantial. This finding is consistent with resource-based theory and system-oriented perspectives, which emphasize the dynamic interaction between internal psychological resources and external social functioning. According to the broaden-and-build theory, positive experiences generated through PA can broaden individuals’ cognitive and emotional repertoires, thereby building enduring psychological resources such as resilience 73 . This mechanism supports the mediating pathway from PA to PR. Enhanced PR may enable individuals to face social challenges with greater confidence and emotional stability, thereby facilitating more effective social adaptation 74 . Successful social adaptation, in turn, provides social support and positive feedback, further reinforcing psychological resources and MH 75 . Therefore, the chain mediation results of this study support an integrative perspective in which PR and SA do not operate in isolation, but instead form a mutually reinforcing synergistic pathway driven by PA. This finding suggests that MH promotion practices should emphasize the coordinated development of internal psychological resources and external social competencies, and adopt multi-level, integrated intervention strategies. Limitations and future directions Several limitations of this study should be acknowledged. First, the cross-sectional design limits the ability to draw causal inferences regarding the observed relationships among PA, PR, SA, and MH. Future research employing longitudinal designs or experimental interventions is needed to clarify temporal ordering and causal mechanisms. Second, the sample was drawn from a specific regional and cultural context, which may restrict the generalizability of the findings. Extending future studies to diverse regions and cultural settings would help enhance external validity. In addition, although validated instruments were used, the measurement of PR and SA primarily focused on overall levels rather than their multidimensional structures. Future research may benefit from more refined assessments that distinguish specific components of PR (e.g., emotion regulation, optimism) and SA (e.g., interpersonal competence, environmental adaptation). Finally, future studies could examine contextual moderating factors, such as campus PA environments or social support systems, to better understand the conditions under which PA most effectively promotes MH. Conclusion Based on a resource-oriented perspective, this study explored the mechanisms through which PA influences MH among university students. The results demonstrated that PA not only directly promotes MH, but also exerts indirect effects through PR and SA. Specifically, PR and SA functioned as independent mediators and jointly constituted a chain mediating pathway linking PA to MH. These findings suggest that the positive effects of PA on MH are reflected in the synergistic development of individual psychological resources and SA. Promoting participation in PA while simultaneously fostering PR and SA may provide a more systematic approach to supporting MH among university students. Declarations Acknowledgements We are very grateful for the support of the researchers who conducted these surveys and the participants who collaborated with us. Author contributions Ke Xu and Wanxu Liu conceived and designed the study. Wanxu Liu and Zilin Wang wrote the manuscript. Xinyi Hou and Yuanxin Sun were responsible for data analysis and manuscript formatting. Questionnaire distribution and data collection were conducted by Wanxu Liu and Zilin Wang. All authors read and approved the final manuscript. Funding This study is a phased achievement of the 2024 Beijing Sport University Research Project on Ideological and Political Work for College Students, titled "Research on the Pathways of Gymnastics and Dance Programs to Enhance College Students' Mental Health Level" (Project No. 2106056). Competing interests Te authors declare no competing interests. Additional information Correspondence and requests for materials should be addressed to Ke Xu. Reprints and permissions information is available at www.nature.com/reprints. Publisher’s note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Data Availability The datasets used and/or analyzed during the current study available from the corresponding author on reasonable request. References Fu, X. L., Zhang, K. & Chen, X. F. Mental health blue book: report on national mental health development in China (2017–2018) 1–47 (Social Sciences Academic, 2023). Wu, Z. H., Zhao, Z. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8701401","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Article","associatedPublications":[],"authors":[{"id":589015474,"identity":"f40578bb-708a-406f-9e13-7063aca98c67","order_by":0,"name":"Wanxu Liu","email":"","orcid":"","institution":"Beijing Sport University","correspondingAuthor":false,"prefix":"","firstName":"Wanxu","middleName":"","lastName":"Liu","suffix":""},{"id":589015476,"identity":"008373e5-3b00-4f74-8665-53ed4dc903dd","order_by":1,"name":"Zilin Wang","email":"","orcid":"","institution":"Beijing Sport University","correspondingAuthor":false,"prefix":"","firstName":"Zilin","middleName":"","lastName":"Wang","suffix":""},{"id":589015478,"identity":"3a571455-aff1-4504-a2b4-8d89b50af9cd","order_by":2,"name":"Xinyi Hou","email":"","orcid":"","institution":"Beijing Sport University","correspondingAuthor":false,"prefix":"","firstName":"Xinyi","middleName":"","lastName":"Hou","suffix":""},{"id":589015483,"identity":"afead2ca-aee3-40e3-899c-941fd1a4c372","order_by":3,"name":"Yuanxin Sun","email":"","orcid":"","institution":"Beijing Sport University","correspondingAuthor":false,"prefix":"","firstName":"Yuanxin","middleName":"","lastName":"Sun","suffix":""},{"id":589015488,"identity":"fe4c81e1-927a-472a-921a-8849bbb84e1c","order_by":4,"name":"Ke Xu","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA4ElEQVRIiWNgGAWjYBACNv7mAwcSKmrs7O+f//gAyCCshU/iWOKBD2eOJTPcYDA2eHDmGGEtcgw5xgdntjEzNtxgMJN82MJMhMMYjiUc5m1jY2ac3ZBWkdjAxsDf3p2AXwtz84HDPOdk+JhlDhy7kbhDhkHizNkNhG3hKWNjZmNIbLuReIaNwUAil5CWHIPDPEB39TAksxUktjETp+XgDKD3Z0ikgSwiRovEsQRwIBvwnGGWSDhzjIegX+T7mw9/AEWlAXsP48cfFTVy/O29+LVgAB7SlI+CUTAKRsEowAoA1VtNlFbKkzcAAAAASUVORK5CYII=","orcid":"","institution":"Beijing Sport University","correspondingAuthor":true,"prefix":"","firstName":"Ke","middleName":"","lastName":"Xu","suffix":""}],"badges":[],"createdAt":"2026-01-26 14:38:41","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8701401/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8701401/v1","draftVersion":[],"editorialEvents":[{"content":"https://doi.org/10.1038/s41598-026-48168-0","type":"published","date":"2026-04-13T15:59:14+00:00"}],"editorialNote":"","failedWorkflow":false,"files":[{"id":102411449,"identity":"da4312e5-ad99-490f-ada1-5ecb6aff60b1","added_by":"auto","created_at":"2026-02-11 12:07:28","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":211583,"visible":true,"origin":"","legend":"\u003cp\u003eThe Chain Mediating Roles of SA and PR in the Relationship Between PA and University Students’ MH\u003c/p\u003e","description":"","filename":"floatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-8701401/v1/1ae422209c171677508d5803.png"},{"id":107351160,"identity":"8732ffc3-6963-41d3-8c2f-313c16f6bbe7","added_by":"auto","created_at":"2026-04-20 16:09:57","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":740349,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8701401/v1/0007ffdb-04f8-4832-ac5c-960b28bc99bb.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Physical Activity and Mental Health Among Chinese University Students: The Chain Mediating Roles of Psychological Resilience and Social Adaptability","fulltext":[{"header":"Introduction","content":"\u003cp\u003eYoung people constitute a core force for a nation’s future development, and their mental health (MH) level is an important indicator of national human capital quality and social vitality. However, the China National MH Development Report (2021–2022) indicates that individuals aged 18–24 represent a high-risk group for MH problems such as depression and anxiety, with a detected depression risk rate of 24.1%, which is significantly higher than that of other age groups\u003csup\u003e1\u003c/sup\u003e. Extreme incidents among university students triggered by psychological crises have also been frequently reported\u003csup\u003e2,3\u003c/sup\u003e, reflecting that MH problems have become a serious challenge hindering the comprehensive development of university students\u003csup\u003e4\u003c/sup\u003e. University students are at a critical transitional stage from adolescence to early adulthood, during which they face multiple developmental tasks, including identity construction, academic and employment pressure, and the restructuring of interpersonal networks. Under the interaction of internal and external stressors, they are particularly vulnerable to psychological maladjustment\u003csup\u003e5,6\u003c/sup\u003e. Therefore, systematically exploring effective pathways and underlying mechanisms for promoting MH among university students has become a research issue of both urgency and importance.\u003c/p\u003e\n\u003cp\u003ePhysical activity (PA) is widely recognized as an effective intervention for promoting physical and MH. A large body of research has shown that PA can directly facilitate the development of brain function and cognitive abilities\u003csup\u003e7\u003c/sup\u003e, and it has also been demonstrated to exert significant positive effects on MH. PA can regulate emotion-related neurotransmitters and alleviate symptoms of depression and anxiety\u003csup\u003e8,9\u003c/sup\u003e.It also reduces the frequency and intensity of negative emotions\u003csup\u003e10\u003c/sup\u003e, and enhance subjective well-being and psychological satisfaction by satisfying health-related and social motivations\u003csup\u003e11\u003c/sup\u003e. Based on this evidence, the present study proposes the first direct-effect hypothesis: PA positively predicts the MH level of university students (H1). However, the MH benefits of PA are not merely the result of a simple direct causal relationship, but are more likely to be achieved through changes in a series of internal psychological and social capacities. According to sport psychology theories, the benefits of PA arise from the interaction between individuals and their environments\u003csup\u003e12\u003c/sup\u003e, among which psychological resilience (PR) and social adaptability (SA) are considered two key mediating variables.\u003c/p\u003e\n\u003cp\u003ePositive psychologist Fred Luthans\u003csup\u003e13\u003c/sup\u003edefined PR as an individual’s developable capacity to recover rapidly from adversity, failure, positive challenges, and increasing responsibilities. As an important psychological trait, PR has been shown to significantly and positively predict MH\u003csup\u003e14\u003c/sup\u003e, subjective well-being\u003csup\u003e15\u003c/sup\u003e, and life satisfaction\u003csup\u003e16\u003c/sup\u003eamong university students, and it serves as a crucial protective factor against maladaptive psychological and behavioral problems such as depression and anxiety\u003csup\u003e17\u003c/sup\u003e. Empirical studies have confirmed a significant positive association between PA and PR\u003csup\u003e18\u003c/sup\u003e. University students who engage in moderate- to high-intensity PA exhibit significantly higher levels of PR than those who participate in low-intensity activity\u003csup\u003e19\u003c/sup\u003e, and moderate-intensity PA appears to be particularly effective in enhancing resilience\u003csup\u003e20\u003c/sup\u003e. Moreover, PR frequently plays a mediating or moderating role in the relationship between PA and psychological outcomes such as emotion\u003csup\u003e21\u003c/sup\u003e. Nevertheless, concerning evidence indicates that the level of PR among Chinese university students has shown a declining trend over the past decade (2007–2021)\u003csup\u003e22\u003c/sup\u003e, highlighting the urgency of enhancing resilience through effective approaches such as PA.\u003c/p\u003e\n\u003cp\u003eSA refers to an individual’s capacity to actively adjust psychologically and behaviorally during interactions with the social environment in order to achieve harmony and balance with that environment\u003csup\u003e23\u003c/sup\u003e. Research has shown that adolescents with insufficient interpersonal skills are more likely to experience feelings of inferiority and low self-efficacy, and tend to exhibit avoidance, procrastination, and burnout when engaging in social practices such as cooperative learning and PA\u003csup\u003e24\u003c/sup\u003e. Adolescents with poor social competence are also more prone to approach-avoidance conflicts and withdrawal tendencies, often displaying inactive and sedentary PA patterns. Over time, this may lead to negative self-presentation and inactive exercise behaviors, ultimately impairing physical and MH development\u003csup\u003e25\u003c/sup\u003e. With the growing body of research on the effects of PA on PR among university students, one line of evidence suggests that PR mediates or moderates the effects of PA on emotional outcomes\u003csup\u003e21\u003c/sup\u003e, while another perspective emphasizes that participation in PA is an effective means of cultivating PR and fulfilling sport-related psychological needs. The development of sport skills supports lifelong PA behaviors, and PA positively influences PR, with moderate-intensity activity yielding the strongest effects\u003csup\u003e20\u003c/sup\u003e. Accordingly, this study further hypothesizes that PR (H2) and SA (H3) independently mediate the relationship between PA and MH.\u003c/p\u003e\n\u003cp\u003ePR and SA do not operate in isolation; rather, they form a continuous pathway from “internal psychological resources” to “external behavioral adaptation.” If MH is regarded as a prerequisite for comprehensive personal development, PA serves as a concrete means to achieve this goal, while social adaptation represents one of its important external manifestations and long-term outcomes\u003csup\u003e26\u003c/sup\u003e. PA may first enhance PR as an internal protective factor, subsequently improve university students’ capacity to adapt to the external social environment, and ultimately promote overall MH. To test this complete pathway, the present study proposes a core chain mediation hypothesis: PR and SA jointly play a chain mediating role in the relationship between PA and MH among university students (H4). In summary, by validating this integrated model, the present study aims to systematically elucidate the internal mechanisms through which PA exerts psychological benefits, thereby providing solid empirical evidence and theoretical guidance for the design of multi-level and targeted MH promotion programs in university settings.\u003c/p\u003e"},{"header":"Materials and methods","content":"\u003cdiv id=\"Sec2\"\u003e\n \u003ch2\u003eParticipants\u003c/h2\u003e\n \u003cp\u003eParticipants were selected using a random sampling method. One university was randomly selected from each of Beijing, Tianjin, and Hebei, and a questionnaire survey was conducted in February 2025. A total of 600 questionnaires were distributed, of which 551 valid questionnaires were returned, yielding an effective response rate of 91.83%. After excluding questionnaires with low completion rates or evident random responses, 519 questionnaires with consistent coding were retained as the final valid sample for analysis. The final sample consisted of 253 male students (48.75%) and 266 female students (51.25%). With respect to academic year, 135 participants were first-year students (26.01%), 138 were second-year students (26.59%), 126 were third-year students (24.28%), and 120 were fourth-year students (23.12%).\u003c/p\u003e\n \u003cdiv\u003e\n \u003ctable id=\"Tab1\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv\u003eTable 1\u003c/div\u003e\n \u003cdiv\u003e\n \u003cp\u003eBasic Characteristics of the Participants (n\u0026thinsp;=\u0026thinsp;519)\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eGrade\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eSex\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eFirst-year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e67\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e68\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e135\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSecond-year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e73\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e138\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eThird-year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e66\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e126\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eFinal-year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e61\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e59\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e120\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e253\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e266\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e519\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec3\"\u003e\n \u003ch2\u003eMeasures\u003c/h2\u003e\n \u003cp\u003ePhysical Activity Rating Scale-3 (PARS-3). The PARS-3, revised by Liang Deqing, was used to assess PA level across three dimensions: exercise intensity, duration, and frequency. This scale measures participation in PA\u003csup\u003e27\u003c/sup\u003e. A 5-point Likert scoring method was adopted, consisting of three items (intensity, frequency, and duration). The total PA score was calculated as: PA intensity \u0026times; (PA duration \u0026ndash; 1) \u0026times; PA frequency. Higher total scores indicate greater exercise volume and a higher level of PA. In the present study, the Cronbach\u0026rsquo;s \u0026alpha; coefficient of the scale was 0.80.\u003c/p\u003e\n \u003cp\u003eitem Genera lHealth Questionnaire (GHQ-12). The GHQ-12, revised by Li Yimin et al.\u003csup\u003e28\u003c/sup\u003e, was used to measure adolescents\u0026rsquo; MH from two dimensions: positive health and negative health. Items were rated on a 4-point scale ranging from 0 (\u0026ldquo;never\u0026rdquo;) to 3 (\u0026ldquo;often\u0026rdquo;), with negatively worded items scored in reverse. Higher scores indicate better MH status. In this study, the overall internal consistency coefficient of the questionnaire was 0.93, and the internal consistency coefficients for the positive health and negative health dimensions were 0.90 and 0.95, respectively.\u003c/p\u003e\n \u003cp\u003eSocial Adaptability Scale (SAS). SAS, developed by Zheng Richang\u003csup\u003e29\u003c/sup\u003e, was used to assess adolescents\u0026rsquo; SA from both positive and negative aspects. A 3-point Likert scoring method was applied. For odd-numbered items, responses of \u0026ldquo;yes,\u0026rdquo; \u0026ldquo;uncertain,\u0026rdquo; and \u0026ldquo;no\u0026rdquo; were scored as \u0026minus;\u0026thinsp;2, 0, and 2, respectively; for even-numbered items, \u0026ldquo;yes,\u0026rdquo; \u0026ldquo;uncertain,\u0026rdquo; and \u0026ldquo;no\u0026rdquo; were scored as 2, 0, and \u0026minus;\u0026thinsp;2, respectively. The sum of all item scores was used to evaluate participants\u0026rsquo; SA. In the present study, the overall internal consistency coefficient of the scale was 0.95, and the internal consistency coefficients for the learning adaptability, interpersonal adaptability, and life adaptability dimensions were 0.87, 0.91, and 0.81, respectively.\u003c/p\u003e\n \u003cp\u003eThe resilience scale for Chinese adoles⁃cent (RSCA). The RSCA, developed with reference to the work of Hu Yueqin and colleagues\u003csup\u003e30\u003c/sup\u003e, was used to assess PR. The scale consists of five dimensions: goal focus, emotional control, positive cognition, family support, and interpersonal assistance. A 5-point rating scale (1\u0026ndash;5) was employed, with higher scores indicating higher levels of PR. The sum of all item scores was used to evaluate participants\u0026rsquo; overall resilience level. In this study, the overall internal consistency coefficient of the scale was 0.96, and the internal consistency coefficients for goal focus, emotional control, positive cognition, family support, and interpersonal assistance were 0.88, 0.89, 0.89, 0.90, and 0.88, respectively.\u003c/p\u003e\n\u003c/div\u003e\n\u003ch3\u003eProcedure\u003c/h3\u003e\n\u003cp\u003eThe survey was conducted online between February and April 2025. Prior to the main study, the questionnaire was pretested with several teachers from relevant academic backgrounds and undergraduates from non-sample schools to collect feedback on its content and layout. Using an online distribution approach, the questionnaire was administered through the online survey tool \u0026ldquo;Questionnaire Star\u0026rdquo; and completed on computers or mobile devices. Teachers shared the survey link or QR code with their classes, and students were informed of their voluntary right to participate. They were provided with an explanation of the study purpose, the voluntary nature of participation, confidentiality measures, expected duration, and data retention policies. This study was approved by the ethics committee of Beijing Sport University (Approval No: 2025032H) and conducted in accordance with the principles of the Declaration of Helsinki and relevant regulations. All participating schools provided consent, and all participants gave informed consent prior to participation. After providing consent, participants could access and complete the questionnaire. Throughout the survey process, researchers were available online to address any inquiries, ensuring the smooth operation of data collection. All data collected were used solely for academic research and analysis.\u003c/p\u003e\n\u003cdiv id=\"Sec5\"\u003e\n \u003ch2\u003eData analysis\u003c/h2\u003e\n \u003cp\u003eData in this study were collected using a questionnaire survey. To ensure data validity, participants were informed prior to questionnaire administration that the survey was conducted anonymously, that the collected data would be used solely for academic research purposes, and that they should respond truthfully. Statistical analyses were performed using SPSS 27.0 and AMOS 24.0. First, independent-samples t tests and one-way analyses of variance (ANOVA) were conducted to examine differences in study variables across demographic characteristics. Second, Pearson product\u0026ndash;moment correlation analysis was used to assess the relationships among the study variables. In addition, Harman\u0026rsquo;s single-factor test was applied to evaluate the presence of common method bias.\u003c/p\u003e\n \u003cp\u003eFollowing the stepwise regression approach proposed by Wen Zhonglin and colleagues, and using bias-corrected Bootstrap methods, structural equation modeling was conducted with AMOS 24.0 to further examine the pathways through which PA influences MH among university students. A Bootstrap procedure with 2,000 resamples was employed to test the direct and indirect effects in the model. Model fit was evaluated using the \u0026chi;\u0026sup2;/df ratio, the root mean square error of approximation (RMSEA), the comparative fit index (CFI), and the Tucker\u0026ndash;Lewis index (TLI). The acceptable criteria were set as follows: CFI\u0026thinsp;\u0026gt;\u0026thinsp;0.90, TLI\u0026thinsp;\u0026gt;\u0026thinsp;0.90, and RMSEA\u0026thinsp;\u0026lt;\u0026thinsp;0.08. All statistical tests were two-tailed, with the significance level set at \u0026alpha;\u0026thinsp;=\u0026thinsp;0.05.\u003c/p\u003e\n\u003c/div\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec7\"\u003e\n \u003ch2\u003eTest for Common Method Bias\u003c/h2\u003e\n \u003cp\u003eHarman\u0026rsquo;s single-factor test was conducted to assess common method bias. All items measuring PA, MH, and SA were subjected to an unrotated exploratory factor analysis. The results showed that the percentage of variance explained by the first factor was 30.232%, which was below the critical threshold of 40%. Therefore, no significant common method bias was detected in this study.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec8\"\u003e\n \u003ch2\u003eAnalysis of Demographic Characteristics Across Variables\u003c/h2\u003e\n \u003cp\u003eIndependent-samples t tests and one-way analyses of variance (ANOVA) were used to examine differences in PA, MH, and SA across gender and academic year. The results indicated significant differences in PA, MH, and SA by both gender and academic year. Male students scored significantly higher than female students on PA, MH, and SA, with high statistical significance (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001). With respect to academic year, third-year students achieved the highest scores in PA and MH and also demonstrated relatively strong SA, whereas first-year students showed comparatively lower levels on these variables. The differences across academic years were statistically significant (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Detailed results are presented in Table\u0026nbsp;2.\u003c/p\u003e\n \u003cdiv\u003e\n \u003ctable id=\"Tab2\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv\u003eTable 2\u003c/div\u003e\n \u003cdiv\u003e\n \u003cp\u003eAnalysis of Demographic Differences (\\(\\:\\stackrel{\\text{-}}{\\text{x}}\\text{\u0026plusmn;}\\text{s}\\))\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eVariable\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ePA\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eMH\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSA\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ePR\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"4\"\u003e\n \u003cp\u003eGender\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e51.709\u0026thinsp;\u0026plusmn;\u0026thinsp;31.575\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.808\u0026thinsp;\u0026plusmn;\u0026thinsp;0.880\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.350\u0026thinsp;\u0026plusmn;\u0026thinsp;0.888\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.776\u0026thinsp;\u0026plusmn;\u0026thinsp;0.739\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e33.226\u0026thinsp;\u0026plusmn;\u0026thinsp;31.294\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.516\u0026thinsp;\u0026plusmn;\u0026thinsp;0.797\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.014\u0026thinsp;\u0026plusmn;\u0026thinsp;0.930\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.388\u0026thinsp;\u0026plusmn;\u0026thinsp;0.709\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003et\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e6.563\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.904\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.123\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e5.992\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003ep\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.000***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.000***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.000***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.000***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" rowspan=\"6\"\u003e\n \u003cp\u003eGrade\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eFreshman\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e36.305\u0026thinsp;\u0026plusmn;\u0026thinsp;31.408\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.539\u0026thinsp;\u0026plusmn;\u0026thinsp;0.855\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.016\u0026thinsp;\u0026plusmn;\u0026thinsp;0.914\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.462\u0026thinsp;\u0026plusmn;\u0026thinsp;0.719\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSophomore\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e43.516\u0026thinsp;\u0026plusmn;\u0026thinsp;31.432\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.676\u0026thinsp;\u0026plusmn;\u0026thinsp;0.782\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.234\u0026thinsp;\u0026plusmn;\u0026thinsp;0.864\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.611\u0026thinsp;\u0026plusmn;\u0026thinsp;0.659\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eJunior\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e63.326\u0026thinsp;\u0026plusmn;\u0026thinsp;31.488\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.114\u0026thinsp;\u0026plusmn;\u0026thinsp;0.893\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.683\u0026thinsp;\u0026plusmn;\u0026thinsp;0.917\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.983\u0026thinsp;\u0026plusmn;\u0026thinsp;0.876\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSenior\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e55.750\u0026thinsp;\u0026plusmn;\u0026thinsp;43.186\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.990\u0026thinsp;\u0026plusmn;\u0026thinsp;0.903\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.600\u0026thinsp;\u0026plusmn;\u0026thinsp;1.155\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.731\u0026thinsp;\u0026plusmn;\u0026thinsp;1.256\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eF\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e10.319\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e6.917\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e8.601\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e6.817\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003ep\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.000***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.000***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.000***\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.000***\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n\u003c/div\u003e\n\u003ch3\u003eCorrelation Analysis Among Variables\u003c/h3\u003e\n\u003cp\u003ePearson correlation analysis was conducted to examine the relationships among PA, MH, PR, and SA. The results indicated that PA, MH, PR, and SA were all significantly and positively correlated with one another. Higher levels of PA were associated with higher levels of MH, PR, and SA, with all correlation coefficients reaching a very high level of statistical significance (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001). These findings suggest that PA may play a positive role in promoting MH, PR, and SA, and that the variables are interrelated, jointly reflecting individuals\u0026rsquo; overall functioning in psychological well-being, social adaptation, and stress coping. Detailed results are presented in Table\u0026nbsp;3.\u003c/p\u003e\n\u003cdiv\u003e\n \u003ctable id=\"Tab3\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv\u003eTable 3\u003c/div\u003e\n \u003cdiv\u003e\n \u003cp\u003eCorrelations Among Variables (\\(\\:\\stackrel{\\text{-}}{\\text{x}}\\text{\u0026plusmn;}\\text{s}\\),r)\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eVariable\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eM\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSD\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.PE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e41.876\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e32.723\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.PR\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.570\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.748\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.366**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.SA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.171\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.925\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.377**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.303**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.MH\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.653\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.849\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.447**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.372**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.343**\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003ch3\u003eNote: PA, physical activity; PR, psychological resilience; SA, social adaptability; MH, mental health. *\u0026thinsp;\u0026lt;\u0026thinsp;0.05,**\u0026thinsp;\u0026lt;\u0026thinsp;0.01,***\u0026thinsp;\u0026lt;\u0026thinsp;0.001\u003c/h3\u003e\n\u003cdiv\u003eNote: PA, physical activity; PR, psychological resilience; SA, social adaptability; MH, mental health. *\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.05,**\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.01,***\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001\u003c/div\u003e\n\u003cdiv id=\"Sec11\"\u003e\n \u003ch2\u003eMediation Effect Analysis\u003c/h2\u003e\n \u003cp\u003eThe mediation effects were tested using the stepwise regression approach proposed by Wen Zhonglin and colleagues\u003csup\u003e31\u003c/sup\u003e. The results showed that PA had a significant positive predictive effect on PR (\u003cem\u003e\u0026beta;\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.301, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001). After controlling for PA, PR remained a significant positive predictor of SA (\u003cem\u003e\u0026beta;\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.223, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.004). When PA, PR, and SA were simultaneously entered into the regression model, all three variables significantly and positively predicted MH. Specifically, the path coefficients were as follows: PR \u0026rarr; MH (\u003cem\u003e\u0026beta;\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.177, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001), SA \u0026rarr; MH (\u003cem\u003e\u0026beta;\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.097, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.002), and PA \u0026rarr; MH (\u003cem\u003e\u0026beta;\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.301, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001). The direct effect of PA on MH remained significant, indicating that PR and SA partially mediated the relationship between PA and MH. Moreover, the above pathways satisfied the criteria for a chain mediation effect. Detailed regression coefficients and model fit indices are presented in Table\u0026nbsp;4.\u003c/p\u003e\n \u003cdiv\u003e\n \u003ctable id=\"Tab4\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv\u003eTable 4\u003c/div\u003e\n \u003cdiv\u003e\n \u003cp\u003eRegression Analysis of Variables in the Model\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ePath\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026beta;\u003c/em\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eS.E.\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eC.R.\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003ep\u003c/em\u003e\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePA\u0026rarr;PR\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.301\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.039\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e7.74\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePA\u0026rarr;SA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.397\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.061\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e6.502\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePR\u0026rarr;SA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.223\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.079\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e2.844\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.004\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePR\u0026rarr;MH\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.177\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.562\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSA\u0026rarr;MH\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.097\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.031\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.152\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.002\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePA\u0026rarr;MH\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.301\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.044\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e6.881\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003eTo further examine the chain mediating roles of PR and SA in the relationship between PA and MH, the hypothesized model was tested using AMOS 24.0, with maximum likelihood estimation employed. In this model, PA was specified as the independent variable, PR and SA as the mediating variables, and MH as the dependent variable. Considering the sensitivity of the \u0026chi;\u0026sup2; test to large sample sizes, multiple fit indices were used to evaluate model acceptability. The initial model exhibited unsatisfactory fit (\u0026chi;\u0026sup2;/df\u0026thinsp;=\u0026thinsp;5.868, RMSEA\u0026thinsp;=\u0026thinsp;0.099). Based on the modification indices and theoretical considerations, the residuals of the \u0026ldquo;goal focus\u0026rdquo; and \u0026ldquo;positive cognition\u0026rdquo; indicators within the PR construct were allowed to correlate. This modification was theoretically and methodologically justifiable, as both indicators represent active cognitive components of PR. After this adjustment, the model fit improved substantially. The final model fit indices were as follows: \u0026chi;\u0026sup2;/df\u0026thinsp;=\u0026thinsp;2.875, CFI\u0026thinsp;=\u0026thinsp;0.975, TLI\u0026thinsp;=\u0026thinsp;0.967, RMSEA\u0026thinsp;=\u0026thinsp;0.061, and GFI\u0026thinsp;=\u0026thinsp;0.950, indicating an acceptable to good fit between the model and the data. The structural equation model is presented in Fig.\u0026nbsp;1, and the model fit indices are reported in Table\u0026nbsp;5.\u003c/p\u003e\n \u003cdiv\u003e\n \u003ctable id=\"Tab5\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv\u003eTable 5\u003c/div\u003e\n \u003cdiv\u003e\n \u003cp\u003eModel Fit Indices\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eModel\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e\u0026chi;\u003csup\u003e2\u003c/sup\u003e/df\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eCFI\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eTLI\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eRMSEA\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eIntital Model\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e5.868\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.935\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.914\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.099\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eRevised Model\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e2.875\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.975\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.967\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.061\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003eUsing bias-corrected Bootstrap analysis with 2,000 resamples, the results showed that the total effect of PA on MH was significant (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001). The direct effect was also significant, accounting for 75.44% of the total effect, while the total indirect effect was significant as well, accounting for 24.56% of the total effect. The specific indirect pathways included: (1) PA \u0026rarr; PR \u0026rarr; MH, which accounted for 13.28% of the total effect; (2) PA \u0026rarr; SA \u0026rarr; MH, which accounted for 9.52% of the total effect; and (3) PA \u0026rarr; PR \u0026rarr; SA \u0026rarr; MH, representing the chain mediating effect and accounting for 1.76% of the total effect. The 95% confidence intervals for all three indirect pathways did not include zero, indicating that PR and SA each played a simple mediating role in the relationship between PA and MH, and that together they constituted a chain mediating pathway. Detailed results are presented in Table\u0026nbsp;6 and Fig.\u0026nbsp;1.\u003c/p\u003e\n \u003cdiv\u003e\n \u003ctable id=\"Tab6\" border=\"1\" class=\"fr-table-selection-hover\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv\u003eTable 6\u003c/div\u003e\n \u003cdiv\u003e\n \u003cp\u003eBootstrap Analysis of Mediation Effects\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ePath\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eEstimate\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e95% LLCI\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e95% ULCI\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eEffect\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTotal effect\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.399\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.321\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eDirect effect\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.301\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.209\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.403\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e75.44%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTotal indirect effect\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.098\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.051\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.182\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e24.56%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePA\u0026rarr;MR\u0026rarr;MH\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.053\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.020\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e13.28%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePA\u0026rarr;SA\u0026rarr;MH\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.038\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.012\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.086\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e9.52%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePA\u0026rarr;MR\u0026rarr;SA\u0026rarr;MH\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.007\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.018\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.76%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctfoot\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"5\"\u003eNote: PA, physical activity; PR, psychological resilience; SA, social adaptability; MH,mental health. LLCI, lower limit of confidence interval; ULCI, upper limit of confidence interval.\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tfoot\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n\u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study constructed and tested a chain mediation model to examine the association between PA and MH among Chinese university students. The results supported all proposed hypotheses, demonstrating that PA was not only directly and positively associated with MH, but also exerted indirect effects through the mediating roles of PR and SA. Specifically, PR and SA functioned both as independent mediators and as components of a sequential pathway linking PA to MH. These findings provide empirical evidence that the MH benefits of PA are achieved through the joint effects of internal psychological resources and external adaptive capacities, thereby extending existing research on resilience-oriented MH promotion among university students.\u003c/p\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eDirect Effects of PA on MH\u003c/h2\u003e \u003cp\u003eConsistent with previous research, the present study confirmed a significant direct association between PA and MH among university students\u003csup\u003e\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e,\u003cspan additionalcitationids=\"CR33 CR34 CR35 CR36 CR37 CR38\" citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e\u003c/sup\u003e. This finding aligns with a substantial body of literature demonstrating that regular PA is associated with reductions in symptoms of depression, anxiety, and stress\u003csup\u003e\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e,\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e\u003c/sup\u003e, as well as improvements in emotional well-being and psychological functioning\u003csup\u003e\u003cspan additionalcitationids=\"CR43\" citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e\u003c/sup\u003e. From a physiological perspective, PA has been shown to improve cerebral blood flow, promote neuroplasticity, and regulate neurotransmitter systems such as endorphins and dopamine, all of which contribute to mood enhancement and emotional regulation\u003csup\u003e\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e,\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e,\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e\u003c/sup\u003e. In addition, PA often involves social interaction, which can facilitate teamwork, strengthen group cohesion, and help individuals establish social support networks. These processes may alleviate loneliness and psychological burden resulting from academic stress or interpersonal disengagement\u003csup\u003e\u003cspan additionalcitationids=\"CR47 CR48\" citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eAt the psychological level, exercise psychology models suggest that PA directly supports MH by providing repeated experiences of successful mastery, enhancing self-efficacy, and facilitating emotional release\u003csup\u003e\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e,\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e\u003c/sup\u003e. Moreover, affective benefit models of exercise emphasize that moderate- to high-intensity PA can elicit positive emotional responses, which, when accumulated over time, contribute to sustained improvements in psychological states\u003csup\u003e\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e,\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e\u003c/sup\u003e. Within the model proposed in this study, the persistence of the direct effect indicates that PA remains a fundamental behavioral resource for maintaining and promoting MH, even after accounting for the mediating roles of psychosocial factors.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003eIndependent Mediating Roles of PR and SA\u003c/h2\u003e \u003cp\u003eIn addition to the direct pathway, the findings further revealed that PR independently mediated the relationship between PA and MH. PR is widely regarded as a key protective psychological resource that enables individuals to adapt to stress, adversity, and life challenges\u003csup\u003e\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e,\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e\u003c/sup\u003e. Participation in PA is often accompanied by physical exertion, exercise-induced fatigue, performance pressure, and goal pursuit, all of which continuously require emotional regulation, behavioral persistence, and adaptive coping. According to resilience process theory, PR is a dynamic developmental process resulting from the interaction between life events and protective factors\u003csup\u003e\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e\u003c/sup\u003e. As a positive coping strategy, PA provides university students with opportunities to release emotions and alleviate stress, thereby systematically enhancing their stress-coping capacity and PR. This process enables individuals to manage setbacks and pressures more effectively and improves their psychological adjustment abilities\u003csup\u003e\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e,\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e57\u003c/span\u003e\u003c/sup\u003e. Moreover, PA frequently involves explicit goal setting, such as skill mastery and performance improvement. Achieving these goals allows individuals to accumulate successful mastery experiences and strengthen self-confidence, which in turn enhances PR when facing other life challenges\u003csup\u003e\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e58\u003c/span\u003e,\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e59\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eSA also emerged as a significant independent mediating factor in the relationship between PA and MH. Previous studies have demonstrated that PA has a substantial impact on individuals\u0026rsquo; SA and can effectively promote its development\u003csup\u003e\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e,\u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e60\u003c/span\u003e,\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e61\u003c/span\u003e\u003c/sup\u003e. In addition, social participation has been shown to partially mediate the association between vigorous PA and MH\u003csup\u003e62\u003c/sup\u003e. PA, particularly group-based or cooperative sports, provides individuals with rich opportunities for social interaction, collaboration, and competition, which facilitate the development of social skills, strengthen team cohesion, and enhance social integration\u003csup\u003e\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e63\u003c/span\u003e,\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e64\u003c/span\u003e\u003c/sup\u003e. At the same time, the demands placed on attention, emotional regulation, and stress coping during PA contribute to improvements in individuals\u0026rsquo; adaptive and regulatory capacities in daily life\u003csup\u003e\u003cspan additionalcitationids=\"CR66\" citationid=\"CR65\" class=\"CitationRef\"\u003e65\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e67\u003c/span\u003e\u003c/sup\u003e. Empirical evidence indicates that university students who participate in PA exhibit significantly higher levels of SA than those who do not, and that PA is a key determinant of SA\u003csup\u003e68,69\u003c/sup\u003e. Higher SA helps reduce interpersonal stress and enhance social support, thereby promoting MH\u003csup\u003e70,71\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eTaken together, the present study demonstrates that PA promotes MH not only by strengthening internal psychological resources such as PR, but also by enhancing individuals\u0026rsquo;SA, with both mechanisms jointly contributing to MH improvement.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eChain Mediating Role of SA and PR\u003c/h2\u003e \u003cp\u003eOne of the core contributions of this study lies in identifying an important chain mediating pathway through which PA influences MH via PR and SA. This sequential process indicates that PA not only directly improves psychological states, but also indirectly promotes MH by enhancing individuals\u0026rsquo; PR resources for coping with stress and adversity\u003csup\u003e\u003cspan additionalcitationids=\"CR19\" citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e,\u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e72\u003c/span\u003e\u003c/sup\u003e, as well as strengthening their SA in terms of environmental integration and interpersonal functioning\u003csup\u003e\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e,\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e,\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e\u003c/sup\u003e. Although the effect size of this pathway is relatively small, its theoretical significance is substantial.\u003c/p\u003e \u003cp\u003eThis finding is consistent with resource-based theory and system-oriented perspectives, which emphasize the dynamic interaction between internal psychological resources and external social functioning. According to the broaden-and-build theory, positive experiences generated through PA can broaden individuals\u0026rsquo; cognitive and emotional repertoires, thereby building enduring psychological resources such as resilience\u003csup\u003e\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e73\u003c/span\u003e\u003c/sup\u003e. This mechanism supports the mediating pathway from PA to PR. Enhanced PR may enable individuals to face social challenges with greater confidence and emotional stability, thereby facilitating more effective social adaptation\u003csup\u003e\u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e74\u003c/span\u003e\u003c/sup\u003e. Successful social adaptation, in turn, provides social support and positive feedback, further reinforcing psychological resources and MH\u003csup\u003e75\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eTherefore, the chain mediation results of this study support an integrative perspective in which PR and SA do not operate in isolation, but instead form a mutually reinforcing synergistic pathway driven by PA. This finding suggests that MH promotion practices should emphasize the coordinated development of internal psychological resources and external social competencies, and adopt multi-level, integrated intervention strategies.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003eLimitations and future directions\u003c/h2\u003e \u003cp\u003eSeveral limitations of this study should be acknowledged. First, the cross-sectional design limits the ability to draw causal inferences regarding the observed relationships among PA, PR, SA, and MH. Future research employing longitudinal designs or experimental interventions is needed to clarify temporal ordering and causal mechanisms. Second, the sample was drawn from a specific regional and cultural context, which may restrict the generalizability of the findings. Extending future studies to diverse regions and cultural settings would help enhance external validity.\u003c/p\u003e \u003cp\u003eIn addition, although validated instruments were used, the measurement of PR and SA primarily focused on overall levels rather than their multidimensional structures. Future research may benefit from more refined assessments that distinguish specific components of PR (e.g., emotion regulation, optimism) and SA (e.g., interpersonal competence, environmental adaptation). Finally, future studies could examine contextual moderating factors, such as campus PA environments or social support systems, to better understand the conditions under which PA most effectively promotes MH.\u003c/p\u003e \u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003eBased on a resource-oriented perspective, this study explored the mechanisms through which PA influences MH among university students. The results demonstrated that PA not only directly promotes MH, but also exerts indirect effects through PR and SA. Specifically, PR and SA functioned as independent mediators and jointly constituted a chain mediating pathway linking PA to MH. These findings suggest that the positive effects of PA on MH are reflected in the synergistic development of individual psychological resources and SA. Promoting participation in PA while simultaneously fostering PR and SA may provide a more systematic approach to supporting MH among university students.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgements\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWe are very grateful for the support of the researchers who conducted these surveys and the participants who collaborated with us.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor contributions\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eKe Xu and Wanxu Liu conceived and designed the study. Wanxu Liu and Zilin Wang wrote the manuscript. Xinyi Hou and Yuanxin Sun were responsible for data analysis and manuscript formatting. Questionnaire distribution and data collection were conducted by Wanxu Liu and Zilin Wang. All authors read and approved the final manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study is a phased achievement of the 2024 Beijing Sport University Research Project on Ideological and Political Work for College Students, titled \u0026quot;Research on the Pathways of Gymnastics and Dance Programs to Enhance College Students\u0026apos; Mental Health Level\u0026quot; (Project No. 2106056).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTe authors declare no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAdditional information\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCorrespondence\u003c/strong\u003e and requests for materials should be addressed to Ke Xu.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eReprints and permissions information\u003c/strong\u003e is available at www.nature.com/reprints.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePublisher\u0026rsquo;s note\u003c/strong\u003e Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eThe datasets used and/or analyzed during the current study available from the corresponding author on reasonable request.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eFu, X. 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Enhancing psychological well-being in college students: the mediating role of perceived social support and resilience in coping styles. \u003cem\u003eBMC Psychol.\u003c/em\u003e \u003cb\u003e12\u003c/b\u003e, 393. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1186/s40359-024-01902-7\u003c/span\u003e\u003cspan address=\"10.1186/s40359-024-01902-7\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e (2024).\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"scientific-reports","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"scirep","sideBox":"Learn more about [Scientific Reports](http://www.nature.com/srep/)","snPcode":"","submissionUrl":"","title":"Scientific Reports","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Scientific Reports","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Physical Activity, Mental Health, Psychological Resilience, Social Adaptability, University Students","lastPublishedDoi":"10.21203/rs.3.rs-8701401/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8701401/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eMental health (MH) issues among university students have garnered significant interest, highlighting the importance of identifying effective protective factors. This study investigated the relationship between physical activity (PA) and MH among Chinese university students, with a focus on the chain mediating roles of psychological resilience (PR) and social adaptability (SA). A questionnaire survey was conducted among 519 students from three universities in the Beijing\u0026ndash;Tianjin\u0026ndash;Hebei region using validated measures of PA, MH, PR, and SA. Pearson correlation analysis and structural equation modeling with Bootstrap methods were applied to examine direct and indirect effects. Results indicated that PA was positively associated with PR, SA, and MH. PR and SA each independently mediated the relationship between PA and MH. Furthermore, a significant chain mediating effect was identified, indicating that PA enhanced MH through the sequential pathway of PR and SA. These findings suggest that PA contributes to MH not only through direct effects but also by strengthening internal psychological resources and external SA. Promoting PA alongside resilience and SA development may offer an effective strategy for improving MH among university students.\u003c/p\u003e","manuscriptTitle":"Physical Activity and Mental Health Among Chinese University Students: The Chain Mediating Roles of Psychological Resilience and Social Adaptability","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-02-11 12:07:23","doi":"10.21203/rs.3.rs-8701401/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-02-23T07:00:24+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-02-22T11:43:58+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-02-15T15:30:45+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"336489255900901502491269046234972036437","date":"2026-02-12T05:00:24+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"225942480506882224213441247088253800174","date":"2026-02-12T04:44:43+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-02-09T12:02:01+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"133515021124038870908355711225239956884","date":"2026-02-09T11:41:39+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-02-06T07:21:01+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-02-02T07:25:34+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-01-29T01:58:20+00:00","index":"","fulltext":""},{"type":"submitted","content":"Scientific Reports","date":"2026-01-29T01:50:26+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"scientific-reports","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"scirep","sideBox":"Learn more about [Scientific Reports](http://www.nature.com/srep/)","snPcode":"","submissionUrl":"","title":"Scientific Reports","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Scientific Reports","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"1f4a933d-c813-46ae-97fc-91c2b2317fea","owner":[],"postedDate":"February 11th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[{"id":62669796,"name":"Humanities/Health humanities"},{"id":62669797,"name":"Biological sciences/Psychology"},{"id":62669798,"name":"Social science/Psychology"}],"tags":[],"updatedAt":"2026-04-20T16:07:33+00:00","versionOfRecord":{"articleIdentity":"rs-8701401","link":"https://doi.org/10.1038/s41598-026-48168-0","journal":{"identity":"scientific-reports","isVorOnly":false,"title":"Scientific Reports"},"publishedOn":"2026-04-13 15:59:14","publishedOnDateReadable":"April 13th, 2026"},"versionCreatedAt":"2026-02-11 12:07:23","video":"","vorDoi":"10.1038/s41598-026-48168-0","vorDoiUrl":"https://doi.org/10.1038/s41598-026-48168-0","workflowStages":[]},"version":"v1","identity":"rs-8701401","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8701401","identity":"rs-8701401","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}