La actividad física como predictor del locus de control y la autorregulación entre estudiantes
DOI:
https://doi.org/10.55040/hwt0n151Palabras clave:
actividad física, atención plena, estudiantes universitarios, locus de control, regulación emocionalResumen
La actividad física ha sido ampliamente reconocida como un determinante fundamental de la salud física de los estudiantes; sin embargo, su influencia en atributos psicológicos como el locus de control y la regulación emocional aún no se comprende plenamente. Ante la creciente preocupación por la capacidad de los estudiantes para gestionar sus emociones y mantener una sensación de control personal en entornos académicos cada vez más exigentes, resulta necesario examinar el papel de la actividad física en estos procesos psicológicos. Este estudio tuvo como objetivo determinar si la actividad física predice el locus de control y la regulación emocional en estudiantes universitarios. Se empleó un diseño de investigación cuantitativo con un enfoque descriptivo-correlacional. Los participantes fueron 559 estudiantes universitarios seleccionados mediante muestreo aleatorio simple. Los datos se recopilaron utilizando cuestionarios estandarizados que evaluaron la actividad física, el locus de control y la regulación emocional. La actividad física se midió mediante el International Physical Activity Questionnaire desarrollado por Craig (2008), mientras que para el locus de control y la regulación emocional se utilizaron instrumentos validados. Se aplicaron estadísticas descriptivas y análisis de correlación de Pearson para examinar la relación entre las variables. Los resultados mostraron que los participantes presentaron niveles favorables de actividad física y niveles moderados de atributos relacionados con la atención plena, incluidos el locus de control y la regulación emocional. Asimismo, se identificó una relación positiva y estadísticamente significativa entre la actividad física y las dimensiones combinadas del locus de control y la regulación emocional. Los hallazgos sugieren que los estudiantes con mayor participación en actividades físicas tienden a mostrar una mayor autoconciencia, una mejor gestión emocional y un mayor control personal sobre los acontecimientos de su vida. Estos resultados aportan evidencia empírica sobre la relación entre el bienestar físico y psicológico, destacando la importancia de la actividad física en el desarrollo conductual y emocional de los estudiantes.
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