Mediating effect of class flow on the relationship between physical education class climate and health promotion behaviors among Korean male middle school students

Background: This study analyzed the effects of physical education (PE) class climate and class flow on health promotion behaviors (HPBs) among male middle school students and verified the mediating effect of class flow. Methods: During May 2025, we collected and examined the responses of 335 male middle school students from Sejong City, Republic of Korea. The collected data were rigorously examined via descriptive statistics, Pearson’s correlation analysis, confirmatory factor analysis, and structural equation modeling to ensure the validity and reliability of the findings. Results: The class climate exerted a significant positive effect on class flow (p < 0.05). Class flow positively influenced HPBs (p < 0.05). The class climate did not exert a significant direct effect on HPBs (p > 0.05). Furthermore, the class flow mediated the relationship between class climate and HPBs (p < 0.05). Conclusions: Improving the climate and flow in PE classes may help boost HPBs in middle school boys.

Class flow; Health promotion behaviors; Middle school students; Physical education class climate; Structural equation model

[1] Folland S, Goodman AC, Stano M, Danagoulian S. The economics of health and health care. 9th Edition. Routledge: New York. USA. 2024.

[2] Mahindru A, Patil P, Agrawal V. Role of physical activity on mental health and well-being: a review. Cureus. 2023; 15: e33475.

[3] Lee MK, Oh J. Health-related quality of life in older adults: its association with health literacy, self-efficacy, social support, and health-promoting behavior. Healthcare. 2020; 8: 407.

[4] Kohl HW III, Cook HD. Committee on Physical Activity and Physical Education in the School Environment; Food and Nutrition Board; Institute of Medicine. Educating the student body: taking physical activity and physical education to school. National Academies Press: Washington DC. USA. 2013.

[5] Ryan RM, Deci EL. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist. 2000; 55: 68–78.

[6] Shang C, Moss AC, Chen A. The expectancy-value theory: a meta-analysis of its application in physical education. Journal of Sport and Health Science. 2023; 12: 52–64.

[7] Wong ZY, Liem GAD. Student engagement: current state of the construct, conceptual refinement, and future research directions. Educational Psychology Review. 2022; 34: 107–138.

[8] Mallik B. Teacher-student relationship and its influence on college student engagement and academic achievement. Anatolian Journal of Education. 2023; 8: 93–112.

[9] Rodrigues F, Monteiro D, Teixeira DS, Cid L. The relationship between teachers and peers’ motivational climates, needs satisfaction, and physical education grades: an AGT and SDT approach. International Journal of Environmental Research and Public Health. 2020; 17: 6145.

[10] Guo Q, Samsudin S, Yang X, Gao J, Ramlan MA, Abdullah B, et al. Relationship between perceived teacher support and student engagement in physical education: a systematic review. Sustainability. 2023; 15: 6039.

[11] Fierro-Suero S, Fernández-Ozcorta EJ, Sáenz-López P. Students’ motivational and emotional experiences in physical education across profiles of extracurricular physical activity: the influence in the intention to be active. International Journal of Environmental Research and Public Health. 2022; 19: 9539.

[12] Erdem C, Kaya M. The relationship between school and classroom climate, and academic achievement: a meta-analysis. School Psychology International. 2024; 45: 380–408.

[13] Guirado T, Chambonnière C, Chaput JP, Metz L, Thivel D, Duclos M. Effects of classroom active desks on children and adolescents’ physical activity, sedentary behavior, academic achievements and overall health: a systematic review. International Journal of Environmental Research and Public Health. 2021; 18: 2828.

[14] Xu T, Tomokawa S, Gregorio ER Jr, Mannava P, Nagai M, Sobel H. School-based interventions to promote adolescent health: a systematic review in low- and middle-income countries of WHO Western Pacific Region. PLOS ONE. 2020; 15: e0230046.

[15] Wilkins NJ, Krause KH, Verlenden JV, Szucs LE, Ussery EN, Allen CT, et al. School connectedness and risk behaviors and experiences among high school students—youth risk behavior survey, United States, 2021. MMWR Supplements. 2023; 72: 13–21.

[16] Tuckman BW. Feedback and the change process. The Phi Delta Kappan. 1976; 57: 341–344.

[17] Csikszentmihalyi M. Flow: the psychology of optimal experience. First Harper Perennial Modern Classics edition. Harper Perennial Modern Classics: New York, USA. 2008.

[18] Walker SN, Sechrist KR, Pender NJ. The health-promoting lifestyle profile: development and psychometric characteristics. Nursing Research. 1987; 36: 76–81.

[19] Kline RB. Principles and practice of structural equation modeling. 5th edn. Guilford publications: New York, USA. 2023.

[20] Verma JP, Verma P. Understanding structural equation modeling: a manual for researchers. Springer Nature: Cham, Switzerland. 2023.

[21] Kim YH. Korean adolescents’ health risk behaviors and their relationships with the selected psychological constructs. The Journal of Adolescent Health. 2001; 29: 298–306.

[22] Korea Disease Control and Prevention Agency. The 20th Korea youth risk behavior web-based survey. Korea disease control and prevention agency. 2024. Available at: https://www.kdca.go.kr/yhs/ (Accessed: 31 May 2025).

[23] Cavinato AG, Hunter RA, Ott LS, Robinson JK. Promoting student interaction, engagement, and success in an online environment. Analytical and Bioanalytical Chemistry. 2021; 413:1513–1520.

[24] Shin M, Bolkan S. Intellectually stimulating students’ intrinsic motivation: the mediating influence of student engagement, self-efficacy, and student academic support. Communication Education. 2020; 70: 146–164.

[25] Monteiro V, Carvalho C, Santos NN. Creating a supportive classroom environment through effective feedback: effects on students’ school identification and behavioral engagement. Frontiers in Education. 2021; 6: 661736.

[26] Tabrizi JS, Doshmangir L, Khoshmaram N, Shakibazadeh E, Abdolahi HM, Khabiri R. Key factors affecting health promoting behaviors among adolescents: a scoping review. BMC Health Services Research. 2024; 24: 58.

[27] Ko YJ, Kim JS. Effect of exercise immersion experience on health promotion and lifelong physical education of high school students in sports club activities. Journal of Exercise Rehabilitation. 2021; 17: 169–174.

[28] Beck H, Tesler R, Barak S, Moran DS, Marques A, Harel Fisch Y. Can health-promoting schools contribute to better health behaviors? physical activity, sedentary behavior, and dietary habits among Israeli adolescents. International Journal of Environmental Research and Public Health. 2021; 18: 1183.

[29] Wu X, Gai X, Yu T, Yu H, Zhang Y. Perceived motivational climate and stages of exercise behavior change: mediating roles of motivation within and beyond physical education class. Frontiers in Psychology. 2021; 12: 737461.

[30] Chen R, Wang L, Wang B, Zhou Y. Motivational climate, need satisfaction, self-determined motivation, and physical activity of students in secondary school physical education in China. BMC Public Health. 2020; 20: 1687.

[31] Ma Y, Wei C. The relationship between perceived classroom climate and academic performance among English-major teacher education students in Guangxi, China: the mediating role of student engagement. Frontiers in Psychology. 2022; 13: 939661.

[32] Phuntsho U, Dendup R. The relationship between school climate, student engagement and academic achievement in higher secondary school. Bhutan Journal of Research and Development. 2021; 9: 98–131.

[33] Podiya JK, Navaneetham J, Bhola P. Influences of school climate on emotional health and academic achievement of school-going adolescents in India: a systematic review. BMC Public Health. 2025; 25: 54.