Vol. 7, Issue 1, Part D (2025)

This mixed-methods research examined the impact of psychological variables on motivation, performance, and well-being in physical education and sports settings. A cohort of 500 high school students (250 males and 250 females, ages 14 to 18) engaged in quantitative evaluations and qualitative interviews. Multiple regression analyses indicated that intrinsic desire, self-efficacy, and perceived competence significantly predicted athletic performance (R² = 0.52, p< 0.001), physical self-worth (R² = 0.48, p< 0.001), and overall self-esteem (R² = 0.43, p< 0.001). Significantly, mastery-approach objectives had a more robust positive correlation with performance outcomes than performance-approach goals. The theme analysis of qualitative data underscored the significance of supportive surroundings, individual goal-setting, and the equilibrium between challenge and competence in promoting pleasant psychological states. The results enhance known theoretical frameworks, such as Self-Determination Theory and Achievement Goal Theory, by illustrating the comparative impacts of various psychological aspects on student achievement. Research indicates that physical education programs need to emphasise the cultivation of intrinsic motivation, enhancement of self-efficacy, and establishment of mastery-oriented environments to improve performance and well-being. This research offers significant insights for educators and policymakers in developing a more effective and psychologically supportive physical education curriculum that fosters lifetime participation in physical exercise.