The Association Between Physical Activity And Eudaimonic Well-being In College Students

Abstract

Previous studies on physical activity (PA) and psychological well-being have predominantly investigated the impact of PA on mental disorders and hedonic well-being. In contrast, relatively few studies have examined the association between PA and eudaimonic well-being (EWB), a key dimension of positive psychology focusing on actualizing one’s human potentials and formulating positive human functioning. PURPOSE: To examine the associations between PA and the six components of EWB in college students while controlling for gender and age. METHODS: 1346 college students (685 males and 661 females, mean age = 20.33 years) voluntarily completed a set of questionnaires measuring PA and EWB. PA was assessed using the International Physical Activity Questionnaires. The metabolic equivalent (MET)-minutes per week were calculated to indicate the level of PA. EWB was operationalized as consisting of six components, including autonomy (AU), environmental mastery (EM), personal growth (PG), positive relations with others (PR), purpose in life (PL), and self-acceptance (SA). EWB was assessed using the 42-item Psychological Well-Being Scale (PWBS) on a 6-point Likert scale. The PWBS consists of six 7-item subscales, each assessing a unique component of EWB. Six multiple regressions were conducted with AU, EM, PG, PR, PL, and SA as the outcomes, respectively. In all models, PA was the predictor and age and gender were controlled as covariates. RESULTS: The regression models significantly explained the variances of AU (R2 = 3.54%, p < 0.001), EM (R2 = 4.34%, p < 0.001), PG (R2 = 5.59%, p < 0.001), PR (R2 = 5.28%, p < 0.001), PL (R2 = 3.93%, p < 0.001), and SA (R2 = 4.15%, p < 0.001) in college students. PA was significant in all models with higher levels of PA associated with higher levels of AU (β = 0.13, p < 0.001), EM (β = 0.19, p < 0.001), PG (β = 0.09, p < 0.001), PR (β = 0.15, p < 0.001), PL (β = 0.13, p < 0.001), and SA (β = 0.17, p < 0.001). The results indicated positive associations between PA and all components of EWB. CONCLUSIONS: For college students, regular PA is positively associated with all components of EWB. The strength of the positive association is strongest between PA and environmental mastery. Universities may consider creating more opportunities for PA participation to improve positive psychological well-being for college students.