Does social support mediate the relationship between self-confidence and learning anxiety in gymnastics? Evidence from primary school students

Introduction: Learning anxiety in physical education is a significant concern, particularly in performance-based activities such as gymnastics, which often generate psychological pressure among primary school students. This condition can hinder skill acquisition, reduce motivation, and affect students’ overall participation. Objective: This study aims to examine the mediating role of social support in the relationship between self-confidence and learning anxiety in gymnastics among primary school students. Methodology: A quantitative, causal-associative research design was employed. The sample consisted of 180 fourth-grade students selected through proportional random sampling. Data were collected using a self-confidence scale based on Lauster’s theory, a gymnastics learning anxiety scale, and a social support scale adapted from Zimet et al. (1988). Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS 4. Results: Self-confidence had a significant positive effect on social support (β = 0.848, t = 31.238, p < 0.001), and social support had a significant negative effect on learning anxiety in gymnastics (β = –0.694, t = 7.960, p < 0.001). The direct effect of self-confidence on learning anxiety was not significant (β = –0.101, t = 1.159, p = 0.247). Mediation analysis revealed a significant indirect effect through social support (β = –0.589, t = 7.386, p < 0.001), indicating full mediation. Discussion: The findings indicate that self-confidence alone is insufficient to directly reduce gymnastics learning anxiety. Social support serves as the key mechanism linking self-confidence to reduced anxiety, highlighting the importance of teacher, peer, and supportive learning environments in mitigating psychological stress. Conclusions: Social support plays an essential mediating role between self-confidence and learning anxiety in gymnastics among primary school students. Physical education teachers are encouraged to foster a supportive, empathetic, and collaborative learning atmosphere to minimize students’ anxiety during gymnastics activities.