Rogaleva L.N.
Ural Federal University named after the first President of Russia B.N. Yeltsin, Yekaterinburg, Russia

Sheraly B.S.
Al-Farabi Kazakh National University, Almaty, Kazakhstan

Kim A.M.
Al-Farabi Kazakh National University, Almaty, Kazakhstan

Burkova A.M.
Ural Federal University named after the first President of Russia B.N. Yeltsin, Yekaterinburg, Russia

Keywords: students, motivation, physical education and sports activities, psychological well-being, Russia, Kazakhstan.

Introduction. The problem of improving the psychological well-being of students through their inclusion in physical education and sports activities is quite relevant [1].
The purpose of the study is to assess the relationship between the psychological well-being of students and their motivation for physical education and sports activities.
Research methodology and organization. The survey involved 698 students aged 18 to 22, with 56.7% from Russia and 43.3% from Kazakhstan. A modified version of the Sport Motivation Scale (SMS) was used to assess motivation for physical education and sports activities. The questionnaire contains 6 scales: internal motivation (reflects interest in the activity process); integrated regulation (actions are consistent with a person's values and identity); identified regulation (awareness of the benefits of an activity, even if it is not always pleasant); Introspection (internal compulsion through feelings of duty or guilt); extrinsic motivation (motivation related to external rewards or avoidance of punishment); and amotivation (lack of connection between actions and goals). To assess psychological well-being, we used the K. Riff Psychological Well-Being Scale (adapted by T. D. Shevelenkova and P. P. Fesenko), which includes six scales (positive relationships with others, autonomy, environmental management, personal growth, life purpose, and self-acceptance) and an overall score. Statistical analysis was conducted using the Spearman rank correlation coefficient.
Research results and their discussion The research results revealed significant relationships between motivation for physical education and psychological well-being of students. Firstly, there was a positive correlation between intrinsic motivation and the autonomy scale (rs = 0.534, p<0.001), and a negative correlation between amotivation and autonomy (rs = – 0.605, p<0.001). Secondly, introjected regulation associated with feelings of obligation and guilt, as well as external motivation, negatively correlates with the "environment management" scale (rs = – 0.702, p<0.001 and rs = – 0.453, p<0.001, respectively), suggesting that these motivations do not contribute to students' ability to manage their activities. Thirdly, there was a moderate positive correlation between integrated regulation and personal growth (rs = 0.397, p<0.002).
Conclusions. The influence of physical culture and sports activities on students' psychological well-being is mediated by motives, which requires more attention to the development of motivational strategies when organizing these activities.

Литература

1. Trigueros, R., García-Mas, A. Psychological well-being, resilience, self-determination and grit: The 'novelty' role in physical education classes. The British journal of educational psychology. 2025. 95(2). P. 643-662. https://doi.org/10.1111/bjep.12744