Physical Activity and Academic Performance: The Mediating Effect of Self-Esteem and Depression

Abstract

An important step to enhance the academic efficiency of students is increasing their physical activity. For this reason, it is necessary to see to what extent physical activity is related to the academic performance of the students and what might mediate this. A major objective of the study is to explore self-esteem and depression as mediators between physical activity and academic performance. On the basis of informed consent to participate in the study, 358 participants have been selected from Universities in Pakistan, and they were asked about their physical activity, depression during their study and self-esteem through self-report. Participants self-reported their self-esteem, level of depression and their physical activity through standardized measures; the Rosenberg Self-esteem scale (1965), the University stress scale (2016), and the short form of the International Physical Activity questionnaire (2003), respectively. Academic performance had been measured as the cumulative grade point average (CGPA) of the last two consecutive semesters. Self-esteem and depression were found to be significant mediators between physical activity and academic performance. The total effect of physical activity on academic performance was significant but smaller than the total indirect effect through mediators. Though total indirect effect is the combination of the effect of self-esteem and depression, but the larger contribution is of self-esteem which has been found to be the strongest mediator between physical activity and academic performance. The study has implications for future research, both in terms of testing the model and testing psychological constructs. Also, the study emphasizes that the importance of physical activity has to be kept in mind while designing a curriculum of an educational institution in order to foster sustainable development.

The Tridirectional Relationship among Physical Activity, Stress, and Academic Performance in University Students: A Systematic Review and Meta-Analysis

“…In this step, 38 studies were excluded due to not meeting inclusion criteria. Thus, a total of four original research studies were included in this meta-analysis [ 41 , 42 , 43 , 44 ]. Please see Figure 1 for the full study selection process and reasons for exclusion during screening.…”

“…While quantifying the risk of bias by the AXIS tool, one study was rated at moderate risk of bias (15/20) [ 43 ] and three studies at high risk of bias (14/20) [ 41 , 42 , 44 ]. The main weaknesses were the lack of sample size justification, not addressing non-responders, not clarifying funding sources or conflict of interest, and not describing the ethical approval or consent of participants.…”

Post-1990s College Students Academic Sustainability: The Role of Negative Emotions, Achievement Goals, and Self-efficacy on Academic Performance

“…Aronen et al reported that anxiety and depression can affect memory as well as concentration, which leads to poor academic performance [15]. Depression is found to have a significant mediation effect between physical activity and academic performance [16], and stress is also proven to obstruct both academic performance and psychosocial and physiological functioning as an emotional response with adaptive function [17]. Although anxiety, depression, and stress are all classified as negative emotions, their impacts on academic performance are not entirely consistent in previous studies.…”

Predicting Tobacco and Alcohol Consumption Based on Physical Activity Level and Demographic Characteristics in Romanian Students

“…In this regard, PA has positive effects on health [ 5 , 6 ], as it builds strong muscles and joints, it reduces the risk of developing certain chronic diseases [ 7 , 8 , 9 ], it raises self-esteem and confidence and it reduces stress and anxiety [ 4 , 10 ]. If we also consider the positive impact that exercise has on academic performance, [ 11 , 12 , 13 ] and the factors that influence student achievement—cognitive ability and aptitudes (concentration, memory, speaking ability), school behavior (attendance, time allocation for tasks, behavior in society) and academic success (grades, evaluations, exams)—it is quite clear PA is paramount [ 5 ]. Additionally, several studies confirmed that academic performance is improved when theoretical classes are reduced in order to increase attendance to classes of physical education [ 3 , 8 , 9 , 14 , 15 ].…”