Email this article Physical Activity and Happiness among Student-Athletes: The Moderating Role of Self-Efficacy
Abstract
Physical Activity is generally associated with greater happiness. However, this relationship may differ among student-athletes who experience physical activity within structured training, competitive pressure, and dual academic–athletic demands. This study examined the relationship between physical activity and happiness and investigated the novel role of self-efficacy as a moderator of this relationship among university student-athletes. A quantitative cross-sectional design was employed with 215 student-athletes (153 males and 62 females) participating in eight sports. Physical activity, happiness, and self-efficacy were assessed using standardized questionnaires. Data were analyzed using Spearman's rho correlation and moderation regression. Physical activity was not significantly associated with happiness (ρ = .031, p = .652), whereas self-efficacy showed a moderate positive association with happiness (ρ = .488, p < .001). The moderation model explained 26.0% of the variance in happiness (R² = .260), while the interaction between physical activity and self-efficacy was not significant (β = .152, p = .714). These findings indicate that, unlike the positive associations commonly reported in general populations, physical activity was not directly associated with happiness among student-athletes. Also, self-efficacy did not significantly alter this relationship. The findings highlight the contextual role of psychological factors in understanding happiness among student-athletes and suggest that athlete development programs should integrate physical training with self-efficacy enhancement, psychological skill training, stress management, emotion regulation, and psychological support to promote psychological well-being.
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References
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DOI: https://doi.org/10.17509/jpjo.v11i2.100936
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