Social anxiety is a negative emotion that occurs when a person fails to meet predefined expectations in social roles and behaviors during social interactions (C. Zhang, 1991). It is accompanied by fear of the environment and of being confronted by others (Zhao et al., 2013). Research has shown that the percentage of college students in China suffering from social anxiety is increasing year on year (Y. Zhang et al., 2019) and seriously impacting physical and mental health (T. Wu et al., 2021). Changes over the last decade have contributed to a rise in social anxiety and unease, including the development of the social economy, the abundance of information disseminated by digital media, the openness of social culture, and changes in people’s values (Cai et al., 2021). In response, college students have gradually become more aware of being judged by their friends and peers, which is affecting their studies, work, and social relationships as well as significantly reducing their happiness and quality of life (M. Li et al., 2020).
Social anxiety is affected by both internal factors such as shame and spirituality (B. Li et al., 2003) and external factors such as physical exercise. Physical exercise is a type of activity that promotes physical fitness and mental health by adhering to a certain intensity, frequency, and duration of activity (Dai et al., 2018; Xi, 2001). Physical exercise is also of great significance for social progress, as it refines individual will, cultivates social spirit, and builds value standards (B. Liu et al., 2023). For example, Sun and Meng (2017) found that baseball, softball, and sand tray games moderated college students’ social anxiety, while Z. Shi (2012) found that cheerleading training effectively reduced social anxiety in female college students. Thus, physical activity can have not only a positive effect on an individual’s body shape and appearance (Tang et al., 2008); it can also increase an individual’s connection to society, make a person cheerful and optimistic, and reduce their social anxiety (J. Wu et al., 2022). Therefore, we proposed the following hypothesis:
Hypothesis 1: Physical exercise will be negatively correlated with social anxiety among college students.
Body image refers to the images of body size, shape, and type presented in individuals’ minds as well as their emotions about these features and body parts (Hu, 2017). There are two main dimensions: body perception, i.e., the correctness of estimating the size of one’s own body, and the psychological attitudes and emotions regarding one’s own body (P. Shi et al., 2020). G. Liu et al. (2017) suggested that body image is not innate but rather formed internally via an individual’s understanding and feeling of their own body as well as externally through socialization; thus, it will change according to an individual’s physical appearance, physical functioning, and relationships with other people.
Empirical studies have shown that sports participation is positively correlated with body image, and those who engage in sports on a consistent and regular basis have better self-images (Du, 2010). X. Wu et al. (2006) found that physical exercise promotes a positive body image and protects against negative body image, while Qian (2012) found that aerobics can effectively alleviate the social avoidance and distress associated with negative body image, which Ping et al. (2014) identified as a cause of social anxiety. Individuals with negative body image generally have biased and negative interpretations of their appearance, which lead to interpersonal problems such as lower-quality interactions and social avoidance tendencies (Q. Li & Liu, 2018). Therefore, we proposed the following hypothesis:
Hypothesis 2: Body image will mediate the relationship between physical exercise and social anxiety among college students.
Self-esteem is an emotion developed by an individual’s sense of his or her own competence and worth, and it is also an evaluation via the process of social comparison (T. Zhang & Zhang, 2019). As a core personality factor, self-esteem is closely related to psychological well-being (Han & Huang, 2019), interpersonal trust, and social anxiety (Y. Zhang et al., 2023). Individuals with low levels of self-esteem are more likely to experience social anxiety (J. Li et al., 2015), while high levels of self-esteem can have a moderating effect, making individuals more active and positive in social situations, more trusting of others, and more rational and peaceful in their interactions (G. Liu et al., 2017; Y. Zhang et al., 2019). Many relevant studies in China have shown that physical exercise has a positive impact on self-esteem (Fang, 2008; Zhong et al., 2006). Therefore, we proposed the following hypothesis:
Hypothesis 3: Self-esteem will mediate the relationship between physical exercise and social anxiety among college students.
As an indicator of other psychological factors, self-esteem can also affect body image. Yu (2010) concluded from in-depth interviews that individuals exercise to attain a positive body image and are motivated to continue when it improves. Having a good body image can increase self-esteem (Yu, 2010), whereas perceiving ridicule or others’ judgement can predict body dissatisfaction and decrease self-esteem levels (Guo et al., 2017). For example, X. Li et al. (2022) found that overweight girls who expressed extreme dissatisfaction with their body mass also experienced low self-esteem; L. Zhang et al. (2015) found that adolescent physical dissatisfaction significantly predicted low self-esteem. According to the theory of self-efficacy, when people participate in sports activities, their self-awareness increases (Ren et al., 2013). Excessive dissatisfaction with body image can easily lead to a decrease in self-efficacy, thereby affecting self-esteem levels (Y. Wang & Tan, 2008). Therefore, we proposed the following hypothesis:
Hypothesis 4: Body image and self-esteem will play a chain mediating role in the relationship between physical exercise and social anxiety among college students.
The chain mediation model is shown in Figure 1.
Figure 1. Conceptual Diagram of the Model
Method
Participants and Procedure
The study used cluster sampling to survey undergraduate and graduate students from Liaoning Normal University in Dalian, China. We distributed 550 online questionnaires through the Chinese online platform Wenjuanxing. The questionnaire was distributed by physical education teachers from different schools through QR code scanning on WeChat on March 28, 2023. Before administering the questionnaires, the teachers at the school explained the purpose and method of this survey to the participants, and they also answered any questions. After the teacher and the participants both provided written informed consent, the participants filled out the questionnaires anonymously. We used the following inclusion criteria for participants: (a) clear awareness, ability to successfully complete the survey, and no history of mental illness; (b) willingness to voluntarily participate in this study; (c) signed informed consent forms prior to filling out the questionnaire; and (d) physically healthy and no current clinical disease. One month took place between investigation and retrieval. The procedure was reviewed and approved by the School of Physical Education at Liaoning Normal University.
After excluding invalid questionnaires with short response times, 521 participants returned valid questionnaires for an effective recovery rate of 94.73%, and all participants were paid 5 RMB for their participation. Among the respondents who returned valid questionnaires, there were 304 men (58.3%) and 217 women (41.7%; M = 1.42; SD = 0.49). The age range of participants was 19–26 years old, with an average age of 20.98 years (SD = 1.28).
Measures
To measure physical exercise, we used the Physical Activity Rating Scale (Liang, 1994). The amount of physical exercise was evaluated from three dimensions: intensity, frequency, and duration. All items are rated on 5-point Likert scales. To measure intensity, participants selected from 1 (light exercise, e.g., walking), 2 (low-intensity exercise, e.g., tai chi), 3 (moderate-intensity exercise), 4 (high-intensity exercise, e.g., basketball), and 5 (high-intensity sustained exercise, e.g., running). To measure time spent on physical exercise, participants selected from 1 (10 minutes or less), 2 (11 to 20 minutes), 3 (21 to 30 minutes), 4 (31 to 59 minutes), and 5 (60 minutes). To measure frequency of physical activity, participants selected from 1 (once or twice a month), 2 (once a week or less), 3 (one to two times a week), 4 (three to five times a week), and 5 (approximately once a day). We used the following formula for scoring: the amount of exercise = intensity × time × frequency, with a maximum of 100 points and a minimum of 0 points, in which light exercise was ≤ 19 points, moderate exercise 20–42 points, and intense exercise ≥ 43 points. Cronbach’s alpha for this scale was .78.
To measure body image, we used a Chinese version of the Multidimensional Body-Self Relations Questionnaire (Cash, 2000). The scale has 24 items across four dimensions: weight concern (five items, e.g., “I am worried about being too fat or gaining weight”), appearance evaluation (six items, e.g., “My body is sexy and charming”), appearance orientation (four items, e.g., “I spend a lot of time grooming before going out”), and body posture satisfaction (nine items, e.g., “I am satisfied with my weight”). Items are rated on a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree) with higher scores indicating a more positive body image. Cronbach’s alpha for this scale was .91.
To measure self-esteem, we used X. D. Wang et al.’s (1999) Chinese version of the 10-item Self-Esteem Scale developed by Rosenberg (1965), which is the most widely used tool in the field of self-esteem research. A sample item is “Do you consider yourself a failure?” and items are rated on a 4-point Likert scale (1 = do not agree at all, 4 = agree to a great degree) with reverse scoring. The higher the score, the higher the level of self-esteem. Cronbach’s alpha for this scale was .93.
To measure social anxiety, we used the 19-item Social Anxiety Scale initially developed by Peng et al. (2003) and revised by Ye et al. (2007). This scale has two dimensions: appearance anxiety and situational anxiety (e.g., “If I have to talk about myself or my feelings about something, I feel nervous”). The higher the score, the higher the level of anxiety. Cronbach’s alpha for this scale was .92.
Data Analysis
After exporting the raw data from the Questionnaire Star platform in Excel format, we used SPSS 27.0 to calculate the descriptive statistics for each variable and test the reliability of the scales, as well as Pearson correlation analysis to analyze the relationships between the main variables. Then, we used Model 6 of the SPSS PROCESS macro to estimate the model of this study, with p < .05 considered statistically significant, and bootstrap analysis (5,000 samples). The direct, indirect, or chain mediating effect was considered significant when the 95% confidence interval (CI) did not include zero.
Results
Descriptive Statistics
To test for common method bias, we used Harman’s one-way test. There were 10 factors with eigenvalues greater than 1, and the maximum factor variance explained rate was 24.61%, which is less than the standard cutoff of 40% (Tang & Wen, 2020). Therefore, this study did not have significant common method bias. The test results after conducting Pearson correlation analysis are shown in Table 1. Among college students, physical exercise was significantly and positively correlated with body image and self-esteem; body image and self-esteem were significantly and positively correlated; and physical exercise, body image, and self-esteem were significantly and negatively correlated with social anxiety.
Table 1. Correlation Analysis of Main Variables
Note. ** p < .01. *** p < .001.
Chain Mediating Test of Body Image and Self-Esteem
Using physical exercise as the independent variable, social anxiety as the dependent variable, and body image and self-esteem as mediating variables, the regression effects between variables were significant (p < .05), as shown in Figure 2. The direct effect value of physical exercise on social anxiety was –0.07, 95% CI [–0.14, –0.01], which accounts for 54.2% of the total effect value, indicating that physical exercise can predict social anxiety.
As shown in Figure 2 and Table 2, body image mediated the relationship between physical exercise and social anxiety with an effect size of –0.03, 95% CI [–0.06, –0.01]. Self-esteem mediated the relationship between physical exercise and social anxiety with an effect size of –0.02, 95% CI [–0.02, –0.01]. Body image and self-esteem had a chain mediating effect in the relationship between physical exercise and social anxiety with an effect size of –0.01, 95% CI [–0.03, –0.01].
Figure 2. Chain Mediation Model
Note. ** p < .01. *** p < .001.
Table 2. Mediation Effect Test Results
Note. CI = confidence interval; LL = lower limit; UL = upper limit.
Discussion
This study explored the relationship between physical exercise, social anxiety, body image, and self-esteem. The results indicate that body image played a mediating role in the relationship between physical exercise and social anxiety while self-esteem also played a mediating role in the relationship between physical exercise and social anxiety. In addition, body image and self-esteem played a chain mediating role in the relationship between physical exercise and social anxiety among college students.
Effect of Physical Exercise on Social Anxiety of College Students
We found a direct relationship in which physical exercise significantly and negatively predicted social anxiety among college students, supporting Hypothesis 1. This is consistent with previous research findings and J. Wu et al.’s (2022) theory that strengthening the participation of college students in daily physical exercise can help improve individual self-efficacy levels, enhance self-confidence, and to some extent alleviate and inhibit negative emotional expression. Physical exercise can not only improve physical health (B. Li et al., 2003), it can also increase individuals’ levels of social connection, improving their mental health as well (Tang et al., 2008).
Mediating Role of Body Image Between Physical Activity and Social Anxiety
In line with previous research findings, we found that body image played a partial mediating role in the relationship between physical exercise and social anxiety, supporting Hypothesis 2. Physical exercise can increase an individual’s physical appearance and self-esteem through improving their body image, which can mitigate social anxiety.
Mediating Role of Self-Esteem Between Physical Activity and Social Anxiety
We found that physical exercise indirectly predicted social anxiety by increasing one’s self-esteem, which supports Hypothesis 3 and is consistent with previous research studies on college students (T. Zhang & Zhang, 2019). Individuals who do not receive respect from others tend to develop lower levels of self-esteem and subsequently social anxiety (J. Li et al., 2015).
Chain Mediation of Body Image and Self-Esteem Between Physical Activity and Social Anxiety
We found that physical exercise can predict social anxiety through the chain mediating effect of body image and self-esteem, which supports Hypothesis 4 and extends previous research findings. Recent studies have shown that body image (Qian, 2012) and self-esteem (Y. Zhang et al., 2019) partially mediate the impact of physical exercise on social anxiety, but their combined effect has not been explored. Our findings indicate that an improved body image helps enhance college students’ self-esteem. Regular exercise leads to improvements in posture, self-confidence, and self-esteem as well as more proactive behavior when interacting with others, alleviating social anxiety (G. Liu et al., 2017). Therefore, it is important to promote physical exercise as a mechanism for alleviating social anxiety.
Limitations and Future Research Directions
This study has some limitations. First, our participants only included college students. In the future, cross-lagged model analysis can be used to conduct longitudinal tracking studies on different age and occupational groups as well as within different cultural settings to improve the universality of research results and explain the causal relationships between variables. Second, existing measurement methods and tools for physical exercise, body image, self-esteem, and social anxiety cannot efficiently and objectively reflect test results. Future research can focus on standardized measurement tools to more accurately grasp the relationship between physical exercise and social anxiety as well as the potential variables that affect this relationship such as self-efficacy and psychological resilience.
References
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Han, H., & Huang, J. (2019). A review of research on the social psychological function of sports [In Chinese]. Journal of Xi’an University of Physical Education, 35(2), 13–19.
Hu, H. (2017). A study on the influence of body image and social body anxiety on sports behavior of college freshmen [In Chinese]. Journal of Chengdu Sport University, 2(43), 120–126.
Li, B., Zhong J., & Qian, M. (2003). Regression analysis of social anxiety susceptibility in college students [In Chinese]. Chinese Journal of Mental Health, 2, 109–112.
Li, J., Wei, X., Huang, Y., Li, Y., & Liu, H. (2015). Analysis of the relationship between interpersonal trust self-esteem and social anxiety in college student dormitories [In Chinese]. Chinese Journal of School Health, 36(8), 1173–1176.
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Liu, B., Wang, S., & Yu, S. (2023). The internal logic, main contradictions and practical path of the high quality development of college sports in China under the background of Chinese path to modernization [In Chinese]. Journal of Wuhan Institute of Physical Education, 57(2), 5–11 + 43.
Liu, G., Pan, Y., Li, W., Meng, Y., & Zhang, D. (2017). The effect of self-esteem on social anxiety in adolescents: The mediating role of self-concept clarity [In Chinese]. Chinese Journal of Clinical Psychology, 1(25), 151–154.
Peng, C., Fan, X., & Li, L. (2003). A study on the reliability and validity of the Social Avoidance and Distress Scale in student groups [In Chinese]. Chinese Journal of Clinical Psychology, 4, 279–281.
Ping, F., Han, L., Zhou, Z., & Gao, X. (2014). Characterization and mediating role test of negative body self-esteem in female college students [In Chinese]. Psychology Exploration, 4(34), 350–354.
Qian, S. (2012). The impact of aerobic fitness exercise on the physical image, social avoidance, and distress of college students [In Chinese]. Modern Preventive Medicine, 18(39), 4763–4765.
Ren, W., Zhang, F., & Chen, S. (2013). Sports goal orientation and self-efficacy. Adult Education in China, 6, 188–190.
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Shi, Z. (2012). The effects of cheerleading training on female college freshmens’ mental health and social anxiety [In Chinese]. Journal of Wuhan Institute of Physical Education, 8(46), 79–82.
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Wang, X. D., Wang, X. L., & Ma, H. (1999). Manual of the Mental Health Rating Scale [In Chinese]. Chinese Mental Health Journal, 13(1), 31–35.
Wang, Y., & Tan, Z. (2008). Reflection on the application of self-efficacy theory in physical education teaching [In Chinese]. Adult Education in China, 20, 164–165.
Wu, J., Zhao, X., Zhao, W., Chi, X., Ji, J., & Hu, J. (2022). Effects of physical exercise on negative emotions in college students: The mediating role of self-efficacy [In Chinese]. Chinese Journal of Health Psychology, 6(30), 930–934.
Wu, T., Yang, N., Cai, L., Zhang, Y., & Sang, Z. (2021). The effect of self-compassion on social anxiety: The mediating role of self-esteem and appraisal fear [In Chinese]. Chinese Journal of Clinical Psychology, 29(01), 169–172 + 178.
Wu, X., Yang, B., Li, S., Chang, S., Wang, F., Tang, T., … Helan, B. (2006). The influence of body imagery and self-efficacy on exercise behavior of female college students [In Chinese]. Journal of Tianjin Institute of Physical Education, 4, 363–365.
Xi, Y. (2001). The concept, status and relationship of physical education, physical exercise, sports training and sports competition [In Chinese]. Journal of Tianjin Sports Institute, 1, 62–65.
Ye, D., Qian, M., Liu, X., & Chen, X. (2007). Revision of the Social Interaction Anxiety Scale and the Social Fear Scale [In Chinese]. Chinese Journal of Clinical Psychology, 2, 115–117.
Yu, D. (2010). On the factors influencing college students to participate in physical exercise [In Chinese]. Education and Cultivation, 9, 50–51.
Zhang, C. (1991). Zhang’s Dictionary of Psychology [In Chinese]. Shanghai Dictionary Publishing House.
Zhang, L., Zhang, L., & Zhang, T. (2015). Research progress on the relationship between physical self and mental health [In Chinese]. Chinese Journal of Sports Medicine, 12(34), 1180–1185.
Zhang, T., & Zhang, D. (2019). The relationship between psychological quality and social anxiety among secondary school freshmen: The mediating role of self-esteem and comprehension social support [In Chinese]. Journal of Southwest University (Natural Science Edition), 2(41), 39–45.
Zhang, Y., Bian, X., & Ji, X. (2023). Mechanism exploration of the influence of demand motivation on social media fear of missing out: An empirical test of a chain mediation model [In Chinese]. Chinese Journal of Health Psychology, 31(5), 744–758.
Zhang, Y., Li, S., & Yu, G. (2019). The relationship between self-esteem and social anxiety: A meta-analysis based on the Chinese student population. Advances in Psychological Science, 6(27), 1005–1018.
Zhao, X., Luo, M., Zhang, Z., & Guo, G. (2013). An empirical study of social anxiety intervention for college students [In Chinese]. Journal of Tianjin Academy of Education, 2(4), 54–57.
Zhong, B., Si, G., & Liu, H. (2006). Effects of physical exercise on physical self-concept of Hong Kong university students [In Chinese]. Journal of Wuhan Institute of Physical Education, 1, 44–48.
Cai, Y., Zhang, H., Ma, S. (2021). Research on international business theory in the digital economy era: New advances and discoveries [In Chinese]. Foreign Social Sciences, 1, 85–103 + 159.
Cash, T. F. (2000). The Multidimensional Body-Self Relations Questionnaire users’ manual (3rd ed.). APA PsycTests.
Dai, S., Yang, J., & Lui, W. (2018). Visual analysis of the evolution of exercise psychology research in China [In Chinese]. Journal of Wuhan Institute of Physical Education, 7(52), 75–81.
Du, H. (2010). A study on the influence of college students’ participation in leisure sports on body image [In Chinese]. Journal of Shenyang Physical Education Institute, 6(29), 76–81.
Fang, R. (2008). Exploring the relationship between physical exercise time, frequency, intensity and self-esteem among college students [In Chinese]. Chinese Journal of Sports Medicine, 6, 758–760.
Guo, Q., Luo, J., Sang, M., & Xie, H. (2017). A study on the influence of self-esteem and body image on the sports participation of contemporary college students [In Chinese]. Journal of Xi’an Physical Education University, 6(34), 730–738.
Han, H., & Huang, J. (2019). A review of research on the social psychological function of sports [In Chinese]. Journal of Xi’an University of Physical Education, 35(2), 13–19.
Hu, H. (2017). A study on the influence of body image and social body anxiety on sports behavior of college freshmen [In Chinese]. Journal of Chengdu Sport University, 2(43), 120–126.
Li, B., Zhong J., & Qian, M. (2003). Regression analysis of social anxiety susceptibility in college students [In Chinese]. Chinese Journal of Mental Health, 2, 109–112.
Li, J., Wei, X., Huang, Y., Li, Y., & Liu, H. (2015). Analysis of the relationship between interpersonal trust self-esteem and social anxiety in college student dormitories [In Chinese]. Chinese Journal of School Health, 36(8), 1173–1176.
Li, M., Ren, Y., & Sun, H. (2020). Relationship between social support and hope in social anxiety comprehension among rural left-behind children [In Chinese]. Chinese Journal of School Health, 6(41), 904–907.
Li, Q., & Liu, Y. (2018). The causes of body image imbalance: From the perspective of “self in the mirror” [In Chinese]. Advances in Psychological Science, 11(26), Article 02013.
Li, X., Feng, Y., Chang, H., & Yan, W. (2022). The relationships between body image, self-esteem, and interpersonal trust among high school students [In Chinese]. Chinese Journal of Health Psychology, 3(20), 413–417.
Liang, D. C. (1994). Stress level of college students and its relationship with physical exercise [In Chinese]. Chinese Journal of Mental Health, 1, 5–6.
Liu, B., Wang, S., & Yu, S. (2023). The internal logic, main contradictions and practical path of the high quality development of college sports in China under the background of Chinese path to modernization [In Chinese]. Journal of Wuhan Institute of Physical Education, 57(2), 5–11 + 43.
Liu, G., Pan, Y., Li, W., Meng, Y., & Zhang, D. (2017). The effect of self-esteem on social anxiety in adolescents: The mediating role of self-concept clarity [In Chinese]. Chinese Journal of Clinical Psychology, 1(25), 151–154.
Peng, C., Fan, X., & Li, L. (2003). A study on the reliability and validity of the Social Avoidance and Distress Scale in student groups [In Chinese]. Chinese Journal of Clinical Psychology, 4, 279–281.
Ping, F., Han, L., Zhou, Z., & Gao, X. (2014). Characterization and mediating role test of negative body self-esteem in female college students [In Chinese]. Psychology Exploration, 4(34), 350–354.
Qian, S. (2012). The impact of aerobic fitness exercise on the physical image, social avoidance, and distress of college students [In Chinese]. Modern Preventive Medicine, 18(39), 4763–4765.
Ren, W., Zhang, F., & Chen, S. (2013). Sports goal orientation and self-efficacy. Adult Education in China, 6, 188–190.
Rosenberg, M. (1965). Society and the adolescent self-image. Princeton University Press.
Shi, P., Huang, Y., Zhang, H., Leng, X., & Chen, H. (2020). The negative impact of negative body imagery on adolescents. Advances in Psychological Science, 2(28), 294–304.
Shi, Z. (2012). The effects of cheerleading training on female college freshmens’ mental health and social anxiety [In Chinese]. Journal of Wuhan Institute of Physical Education, 8(46), 79–82.
Sun, W., & Meng, J. (2017). Comparison of the intervention effects of baseball and softball sports and sand tray games on the social anxiety of college students [In Chinese]. Chinese Journal of School Health, 11(38), 1735–1737.
Tang, D., Du, X., Chen, Q., & Chen, Y. (2008). Current situation and analysis of adolescent students’ body self-satisfaction [In Chinese]. Chinese Journal of Sports Science and Technology, 2, 60–63.
Tang, D., & Wen, Z. (2020). Common method bias testing: Issues and suggestions [In Chinese]. Psychology Science, 43(1), 215–223.
Wang, X. D., Wang, X. L., & Ma, H. (1999). Manual of the Mental Health Rating Scale [In Chinese]. Chinese Mental Health Journal, 13(1), 31–35.
Wang, Y., & Tan, Z. (2008). Reflection on the application of self-efficacy theory in physical education teaching [In Chinese]. Adult Education in China, 20, 164–165.
Wu, J., Zhao, X., Zhao, W., Chi, X., Ji, J., & Hu, J. (2022). Effects of physical exercise on negative emotions in college students: The mediating role of self-efficacy [In Chinese]. Chinese Journal of Health Psychology, 6(30), 930–934.
Wu, T., Yang, N., Cai, L., Zhang, Y., & Sang, Z. (2021). The effect of self-compassion on social anxiety: The mediating role of self-esteem and appraisal fear [In Chinese]. Chinese Journal of Clinical Psychology, 29(01), 169–172 + 178.
Wu, X., Yang, B., Li, S., Chang, S., Wang, F., Tang, T., … Helan, B. (2006). The influence of body imagery and self-efficacy on exercise behavior of female college students [In Chinese]. Journal of Tianjin Institute of Physical Education, 4, 363–365.
Xi, Y. (2001). The concept, status and relationship of physical education, physical exercise, sports training and sports competition [In Chinese]. Journal of Tianjin Sports Institute, 1, 62–65.
Ye, D., Qian, M., Liu, X., & Chen, X. (2007). Revision of the Social Interaction Anxiety Scale and the Social Fear Scale [In Chinese]. Chinese Journal of Clinical Psychology, 2, 115–117.
Yu, D. (2010). On the factors influencing college students to participate in physical exercise [In Chinese]. Education and Cultivation, 9, 50–51.
Zhang, C. (1991). Zhang’s Dictionary of Psychology [In Chinese]. Shanghai Dictionary Publishing House.
Zhang, L., Zhang, L., & Zhang, T. (2015). Research progress on the relationship between physical self and mental health [In Chinese]. Chinese Journal of Sports Medicine, 12(34), 1180–1185.
Zhang, T., & Zhang, D. (2019). The relationship between psychological quality and social anxiety among secondary school freshmen: The mediating role of self-esteem and comprehension social support [In Chinese]. Journal of Southwest University (Natural Science Edition), 2(41), 39–45.
Zhang, Y., Bian, X., & Ji, X. (2023). Mechanism exploration of the influence of demand motivation on social media fear of missing out: An empirical test of a chain mediation model [In Chinese]. Chinese Journal of Health Psychology, 31(5), 744–758.
Zhang, Y., Li, S., & Yu, G. (2019). The relationship between self-esteem and social anxiety: A meta-analysis based on the Chinese student population. Advances in Psychological Science, 6(27), 1005–1018.
Zhao, X., Luo, M., Zhang, Z., & Guo, G. (2013). An empirical study of social anxiety intervention for college students [In Chinese]. Journal of Tianjin Academy of Education, 2(4), 54–57.
Zhong, B., Si, G., & Liu, H. (2006). Effects of physical exercise on physical self-concept of Hong Kong university students [In Chinese]. Journal of Wuhan Institute of Physical Education, 1, 44–48.