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 engagement and academic outcomes 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.