The emotional power of physical activity: examining its role in enhancing students' self-efficacy
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https://doi.org/10.17979/sportis.2025.11.4.11996Abstract
This study examined the relationship between physical activity engagement and emotional self-efficacy among college students, emphasizing their role in promoting psychological well-being and academic resilience. Utilizing a quantitative research design, specifically a descriptive-correlational approach, the study gathered data from college students selected through simple random sampling. The International Physical Activity Questionnaire (IPAQ) and the Emotional Self-efficacy Questionnaire (ESEQ) were adopted to measure the two variables, with their reliability indices ensuring accurate and consistent data collection. Descriptive statistics such as frequency counts, mean, and composite mean were used to describe the respondents' physical activity engagement and emotional self-efficacy. At the same time, the Pearson Correlation Coefficient tested the relationship between the two variables. The results revealed that the respondents generally demonstrated moderate physical activity engagement and emotional self-efficacy, with a significant positive relationship between these variables. This implies that students who engage more in physical activities tend to exhibit better emotional regulation, self-control, and social responsiveness, enhancing their overall psychological well-being. The study further concluded that physical activity is crucial in developing students' emotional competence, underscoring its contribution to mental health and academic performance. However, the study was limited to a single demographic group and relied on self-reported data, potentially affecting its generalizability. Future research may explore broader populations, utilize mixed-method approaches, or implement longitudinal studies to further investigate the long-term impact of physical activity on emotional self-efficacy.
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