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Notes
- Abstract:
- Previous research has provided evidence for relationships between physical activity (PA) and physical self-description (PSD), PA and well-being, and PSD and well-being. While university students’ well-being has been emphasized as an important consideration, there is a lack of research investigating the relationship of PA, PSD, and well-being in university students. Given this lack of research and the importance of these variables in this particular population, the purpose of the present study was to explore the relationship between PA, PSD, and well-being in university students. A total of 141 participants (female= 106, male= 35), ages 18 to 25 (M= 21.01, SD= 2.04), completed an online survey to participate in the study. The participants’ PA levels, PSD, and well-being were assessed by the International Physical Activity Questionnaire (IPAQ), Physical Self-Description Questionnaire (PSDQ), and Well-Being (PERMA) questionnaire, respectively. A Pearson product-moment correlation, T-tests, and 2-way 3X2 ANOVA were used to examine gender differences and effects between the three variables. Correlation results indicated that there was a significant positive relationship between PA and PSD (r=.299, p < .001), as well as PSD and well-being (r=.519, p <.001), but there was no significant correlation between PA and well-being (r=.139, p >. 05). The results of the t-tests showed no significant gender differences in in any of the three variables. A two-way ANOVA indicated that there was no significant interaction between PA level and PSD level on well-being, p <.526. However, there was a significant main effect for PSD and well-being (p < .001) indicating that students with a stronger perception of their physical selves have significantly higher well-being in comparison to those with weaker self-perceptions. Surprisingly, PA levels alone had no significant effect on well-being nor were there any combined effects of PA engagement and PSD on well-being in the university students. The present study is both consistent and contradictory to previous research.
- Thesis:
- Thesis (M.S.)--Barry University, 2016.
- Bibliography:
- Includes bibliographical references (leaves 80-88).
Record Information
- Source Institution:
- Barry University
- Holding Location:
- Barry University Archives and Special Collections
- Rights Management:
- Copyright Joonyoung Lee. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
- Resource Identifier:
- RA777.3.L44 2016_LeeJoonyoung ( BU-Local )
- Classification:
- RA777.3.L44 2016 ( lcc )
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