Understanding student motivation for physical activity: A qualitative study using the BREQ-2 Questionnaire

Abstract

Exploring the factors that inspire or discourage physical activity in students is critical for shaping meaningful educational and health strategies. During university years, when lifestyle habits are still forming, understanding these influences can have lasting benefits. The Behavioral Regulation in Exercise Questionnaire (BREQ-2), developed within Self-Determination Theory (SDT), offers a systematic way to capture both intrinsic and extrinsic motivations for exercise. In this study, we examined how Romanian university students perceive and internalize their motivation for physical activity. A total of 740 undergraduates participated, providing demographic data on age and gender. Although the BREQ-2 typically uses a Likert-scale format, we applied thematic analysis to bring out qualitative insights alongside quantitative structure. Five main themes emerged: (1) Intrinsic Enjoyment, associated with pleasure, stress relief, and personal satisfaction; (2) Emotional Pressure, including guilt or anxiety about inactivity; (3) Social Influence, shaped by expectations from peers and family; (4) Valuation of Health Benefits, reflecting identified regulation; and (5) Amotivation, indicating disengagement. Autonomous forms of motivation—particularly enjoyment and perceived health value—were most frequent, with no significant gender differences (p > 0.05). Amotivation was rare but slightly more common in male students. Cronbach’s alpha values between 0.741 and 0.894 confirmed strong subscale reliability. Overall, the findings suggest that Romanian students are more often driven by personal value and enjoyment than by external demands. This motivational profile offers a promising foundation for programs aimed at fostering long-term physical activity. The results also demonstrate that the BREQ-2 can effectively support both quantitative measurement and richer qualitative exploration of exercise behavior in academic contexts.