Problem-solving confidence, approach-avoidance style, and personal control among physical education undergraduates in Rwanda: a correlational study of differences by gender, instructional support, and year of study.

BACKGROUND/AIM: Problem-solving confidence (PSC), approach-avoidance style (AAS), and personal control (PC) are recognized as key correlates of physical activity promotion and achievement in physical education. However, the extent to which these constructs differ by gender, perceived instructional support, and year of study among undergraduate students in resource-constrained African higher education settings remains insufficiently investigated. This mixed-methods study addresses this gap by examining these correlates in a sample of Rwandan physical education undergraduates.

METHODS: Data were collected through an online survey and subsequent semi-structured interviews. A total of sixty-five male and forty-five female students (N = 110) from a Rwandan university participated in the survey, with ten purposively selected for interviews. Factorial ANOVA and Tukey HSD post hoc tests were used to analyze differences in PSC, AAS, and PC by gender, perceived instructional support, and year of study. Thematic analysis of interview data provided additional qualitative insights.

RESULTS: Quantitative analyses indicated that PSC varied significantly by year of study (p = .035), as well as by the interactions of gender and year of study (p = .027) and gender, instructional support, and year of study (p = .025), but not by gender or instructional support independently. AAS differed solely by year of study (p = .044), with first-year students exhibiting the highest avoidance orientation. PC did not differ by gender, instructional support, or year of study individually, but was influenced by the interaction between gender and instructional support [F(2, 90) = 3.443, p = .036, η 2 = .071]. Qualitative findings revealed that inadequate infrastructure, insufficiently qualified instructors, and gender or cultural stigma impeded equitable participation and confidence development, particularly among female students.

CONCLUSION: The three constructs demonstrate variation across specific combinations of demographic and instructional factors, rather than uniformly. Academic progression, particularly in interaction with gender and instructional support, is a decisive influence, with the first year identified as a critical period. These findings highlight the importance of implementing gender-sensitive, stage-appropriate instructional strategies and ensuring adequately resourced physical education environments. Enhancing personal control is essential for developing problem-solving skills, while addressing structural and cultural barriers to physical activity is necessary to prevent sedentary behavior and support both academic performance and personal well-being.