Relationship between Physical Activity, Academic Performance and Quality of Life In College Students After COVID-19

Presenter: Malena Quijas

Co-Presenter(s):
Dion Roddey, Lindsey Syverson-Wagner, Ellen Freeman, Ava Gackowski

Presenter Status: Undergraduate student

Academic Year: 22-23

Semester: Spring

Faculty Mentor: Parissa Tadrissi

Department: Kinesiology

Funding Source/Sponsor: Koret Scholars Program

Abstract:
Background: As a result of COVID-19, students’ mental health and academic performance have decreased. Students continue to experience difficulty overcoming the psychological impact of COVID-19 although Sonoma State University (SSU) has done its best to provide support for its students. Issues such as depression, anxiety, loneliness, and reduced social support are common and are highly related to decreased academic performance and quality of life. To develop an effective and beneficial physical activity (PA) program for SSU students, it is necessary to understand which types of PA are most effective at positively impacting students’ quality of life (QoL). Therefore, this study is designed to investigate the relationship between PA, academic performance, and QoL. Methods: Two hundred thirty six students took surveys consisting of 28 questions asking about their PA level and types, QoL(i.e., mental health, social relationships, physical health), and academic performance. The data were analyzed using SPSS version 28. Spearman’s rank-order correlations were used to assess associations among variables. Independent Sample T-test was used to assess if taking KIN101 affect students’ health. Results: There was negative correlation between GPA and emotional wellbeing (rs = -.168, p = 0.025) and GPA and energy (rs = -.149, p = 0.048). There were positive correlation between school belonging and energy (rs = 189, p = 0.012), emotional wellbeing (rs = .291, p < .001) and social functioning (rs = .159, p = 0.015). The students who took KIN 101 class had a better physical function and the students who did not take it (p = 0.19). Discussion: Our Students who have better GPA have difficulty time in their emotional health and energy levels. However, students who having higher school belong showed the better energy, emotional wellbeing and social functioning. Improving students engagement could improve students physical and mental health.