Smartwatch and physical education exam stress: the role of exercise self-efficacy and physical self-concept.

Against the backdrop of increasing educational digitalization and growing concerns over adolescent physical health, and based on social cognitive theory, this study examines the associations between attitudes toward smartwatch usage and the stress of junior high school students in the High School Entrance Examination Physical Education (PE examination), and further explores its dynamics through the correlational roles of exercise self-efficacy and physical self-concept. Structural Equation Modeling (SEM) analysis reveals that attitudes toward smartwatch use are directly negatively associated with PE examination stress (β = -0.197) and are also indirectly associated with lower stress through their positive associations with exercise self-efficacy (indirect effect = -0.108) and physical self-concept (indirect effect = -0.172). In addition, decision tree analysis using the CHAID algorithm identifies physical self-concept as the most critical associated predictive variable. Exercise self-efficacy and attitude toward smartwatch use serve as subsequent hierarchical factors. The findings suggest that smartwatch usage is negatively associated with examination stress by providing objective data feedback and functioning as a "digital mirror", which is associated with boosting students' confidence in exercise and body awareness. The results offer empirical evidence for the application of smart technology in school physical education and propose a "data-driven" correlational framework for understanding adolescents' physical examination stress. Future research could incorporate longitudinal designs and cross-cultural comparisons to further validate the educational relevance of smartwatches, and should also examine potential negative effects such as data-driven anxiety or social comparison.