Background/Purpose The benefits of exercise have been well-documented (Craft, 2005; Craft & Landers, 1998; Pedersen & Saltin, 2006). However, Lowry, Galuska, Fulton, Wechsler, Kann & Collins, (2000) found that fewer than 40% of college students are maintaining adequate amounts of physical activity for health benefits. Additionally, compelling evidence exists for a positive relationship between physical activity and favorable academic outcomes (Datar & Sturm, 2006; Grissom, 2005). This study, based on Social Cognitive Theory (Bandura, 1986), examined the relations between physical activity and academic outcomes and the underlying mechanisms for college students.
Method Structural Equation Modeling (SEM) was used in order to investigate the relation between:(1) frequency and type of physical activity; (2) academic self-efficacy; (3) academic self-regulation; and (4) academic outcomes, (GPA, college entrance test scores, and number of credit hours completed).
Analysis/Results Results from the hypothesized model indicate that physical activity significantly predicted academic self-efficacy which in turn significantly predicted academic achievement. In addition, physical activity is significantly correlated with physical activity regulation, and academic self-efficacy is significantly correlated with academic self-regulation. Analysis does not support a direct relationship between academic self-regulation and academic achievement. Similarly, the model did not support a direct relationship between physical activity regulation and academic self-regulation however, indirect relationships could be inferred.
Conclusions Findings demonstrated that students who engage in more physical activity exhibited a higher degree of academic self-efficacy than students who engage in lower levels of physical activity. In addition, the results showed that students who engage in more physical activity attain more favorable academic outcomes.
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