THE IMPACT OF EXERCISE INVOLVEMENT ON COLLEGE STUDENT PERCEIVED STRESS AND ACADEMIC PERFORMANCE

Abstract

Using archival data from a longitudinal study conducted at a university in the southwest region of the United States, this study used a variety of analyses to examine the relationship between physical activity and perceived stress, physical activity and perceived academic performance, and physical activity and work-study interference. Participants were freshman from the psychology research pool of a large, public university. Several measures were used to track self-reports of physical activity, perceived stress, perceived academic performance, and work-study interference. Results were significant for physical activity and perceived stress, indicating that participants who engaged in regular physical activity each week had significantly lower levels of stress than those who did not. Hypotheses regarding perceived academic performance and work-study interference were not supported. Limitations of the study and potential implications of the results are discussed.