Physical activity and self-regulatory capabilites: Examining relationships with academic self-efficacy and academic outcomes

Knapp, Kelly-Reid and Ginder (2010) reported that only 57.2% of students enrolled in four-year postsecondary institutions had graduated within six years of beginning their studies during the period of 2002-2008. Other studies have reported similar trends for college graduation rates, which have remained stable over the past decade (NCES, 2001). Kim, Newton, Downey, & Benton (2010) explain that students’ success in college is commonly defined as progress toward a degree, acceptable academic achievement, and attainment of necessary life skills. In order to reach these goals, students require high levels of independence and self-regulation (Bryde & Milburn, 1990). These regulatory behaviors are found to be related to enhanced self-efficacy as well as other positive self-beliefs (Cleary & Zimmerman, 2004). Several studies have shown that participation in physical exercise programs can improve regulatory behaviors in diverse domains of functioning such as study habits, health behaviors, punctuality, and impulse spending (Oaten & Cheng, 2006). The physiological and psychological benefits of physical exercise have been well-documented (Craft, 2005; Craft & Landers, 1998; Etnier, et al., 1997; Pedersen & Saltin, 2006). However, Lowry et al. (2000) found that fewer than 40% of college students are maintaining adequate amounts of physical activity for health benefits. Furthermore, compelling evidence exists for a positive relationship between physical activity and favorable academic outcomes; such as higher achievement test scores, fewer school absences, and fewer behavioral problems (Datar & Sturm, 2006; Grissom, 2005). The current study examined the relationships between physical activity engagement, academic self-regulatory behaviors, and academic achievement for college ix students. Findings from this study showed that students who engage in more frequent moderate and/or high intensity physical activity exhibited a higher degree of academic self-efficacy than students who engage in less physical activity. Results also showed that academic self-efficacy was associated with academic self-regulatory capabilities. The findings also suggest that students who engage in more physical activity attain more favorable academic outcomes than less physically active students. These findings add to our understanding of the physiological and cognitive benefits of physical activity and its impact on students‟ functioning from a social cognitive perspective.