Physical activity as a predictor of locus of control and self-regulation among students
DOI:
https://doi.org/10.55040/hwt0n151Keywords:
college students, emotional regulation, locus of control, mindfulness, physical activityAbstract
Physical activity has been widely recognized as a critical determinant of students’ physical health; however, its influence on psychological attributes such as locus of control and emotional regulation remains insufficiently understood. Given the growing concerns regarding students’ ability to manage emotions and maintain a sense of personal control in increasingly demanding academic environments, examining the role of physical activity in these psychological processes is warranted. This study aimed to determine whether physical activity predicts locus of control and emotional regulation among college students. The study employed a quantitative research design using a descriptive-correlational approach. The participants were 559 college students selected through simple random sampling from the target population. Data were collected using standardized questionnaires assessing physical activity, locus of control, and emotional regulation. Physical activity was measured using the International Physical Activity Questionnaire developed by Craig (2008), while validated instruments were utilized to assess locus of control and emotional regulation. Descriptive statistics, including frequency, percentage, mean, and composite mean, were used to describe the variables. Pearson product-moment correlation analysis was performed to examine the relationship between physical activity and the psychological constructs under investigation. The findings indicated that the respondents generally demonstrated favorable levels of physical activity and moderate levels of mindfulness-related attributes, including locus of control and emotional regulation. The analysis further revealed a statistically significant positive relationship between physical activity and the combined dimensions of locus of control and emotional regulation. The results suggest that students who engage more actively in physical activity tend to exhibit stronger capacities for self-awareness, emotional management, and personal control over life events. These findings contribute to the growing body of literature highlighting the interconnectedness of physical and psychological well-being among students. The study provides empirical evidence that physical activity is associated with important psychological characteristics that support adaptive functioning in academic settings. The findings underscore the value of considering physical activity as an important factor in understanding students’ behavioral and emotional development.
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