Emotional regulation, self-concept and motivation in higher education: active lifestyle as a determinant
DOI:
https://doi.org/10.47197/retos.v65.109359Keywords:
Physical activity, Academic performance, Emotions, Motivation, Self-conceptAbstract
Introduction and objective: Emerging adulthood is a complex stage in which young people pursue higher education and at the same time build their personality and establish habits and lifestyles. The aim of this research is to find out the existing differences in self-concept, basic psychological needs and emotional regulation, according to the practice of physical activity in Andalusian university students.
Methodology: A sample of 1204 students studying for a degree in Primary Education and a degree in Physical Activity and Sport Sciences was used. The main instruments used were the Emotional Regulation Scale, the Basic Psychological Needs questionnaire and the AF-5 Self-Concept Scale, using IBM SPSS® 25.0 software for data analysis.
Results: The results indicated that the general self-concept and in all its dimensions, except academic self-concept, showed significant differences in those students who practised more physical exercise. In the analysis of the univariate linear model, taking physical self-concept as the dependent variable, significance was observed in terms of the reasons for practising physical activity, showing how men mainly consider physical exercise as a means of improving their attractiveness and health. In terms of academic self-concept, it was observed that non-scholarship students who practice more sport have a higher academic self-concept.
Conclusions: it is evident that following an active lifestyle improves self-perception, as well as emotional management and motivational development in higher education contexts.
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Copyright (c) 2025 Pablo Jerez-López, Ramón Chacón-Cuberos, Inmaculada Serrano-García, Ana Belén Belmonte-Arévalo, Manuel Castro-Sánchez
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