1

CHAPTER NO. 1 INTRODUCTION

The aim of the present study is to determine the influence of physical activity on the
ability to regulate self, have positive mental health and well-being. It also focuses on
determining the relationship between physical activity and academic performance of
university students.

Physical Activity

Physical activity as defined by the World Health Organization (WHO, 2018) is a

bodily movement that is produced by skeletal muscles and energy is used in this process.
Physical activity is considered to have a lot of benefits. Regular physical activity delays the
causes of mortality (Alricsson, 2013). Physical activity is often confused with the term
exercise but exercise is a subcategory of physical activity and is defined as a planned,
structured, repetitive and intentional movement intended to improve or maintain physical
fitness (Gummelt, 2015). The benefits derived from physical activity are different in males
and females as males are said to be more physically active as compared to females (Hands,
Parker, Larkin, Cantell & Rose, 2016).

Self-Regulation

Physical activity is said to have an influence on self-regulation abilities. Self-

regulation is broadly defined as goal-directed behavior and is linked to executive functioning
(Hofmann, Schmeichel & Baddeley, 2012). These executive functions include inhibitory
control, self-control, interference control, cognitive flexibility, planning and switching
between different tasks (Diamond, 2013). In the psychosocial theories of physical activity,
self-regulation is an important part. Lack of self-regulatory skills is associated with low
levels of physical activity. The strength energy model tends to explain the concept of self-
regulation in the context of exercise (Hagger, Wood, Stiff & Chatzisarantis, 2010). People
with a sedentary lifestyle are also said to have low self-regulation abilities as they have
difficulty in task switching (Hawkes, Manselle & Woolacott, 2013). Self-regulation has a
positive impact on mental well-being (Gangnon,Durand-Bush &Young, 2016).

Positive Mental Health

 2

According to WHO (2014), positive mental health is defined as the ability to believe
in our own potentials and to perform daily life activities productively. Self-regulation helps
in maintaining wellbeing and good relationships (Shanker, 2010). So, as physical activity
enhances self-regulation abilities, similarly there is an association between physical activity
and positive mental health. Physical activity has the ability to energize the mood and to lead
to positive mental health (Fox, 1999). It is said that there is a relationship between physical
exercise and feeling better (Lotan, Merrick & Carmeli, 2005). Physical activity shows better
mood states (Penedo & Dahn, 2005). Physical activity leads to emotional wellbeing (Lee &
Russell, 2003). The decrease in sedentary time is associated with wellness and positive
mental health (Barwais & Cuddihy, 2013). Mental well-being and mental agility area also
related to each other as an increase in one of them causes an increase in the other too. (Mehta
& Taneja, 2013)

Academic Performance

Academic performance is defined as the behavior of students that is observable and

measurable. It is said to measure the self-worth and success of students. The academic
performance is defined in terms of examination performance (Jayanthi, Balakrishnan, Ching,
Latiff & Nasirudeen, 2003). According to the theories of self-regulated learning and
academic achievement, academic performance is influenced by self-regulation abilities.
Studies show improved academic performance associated with vigorous physical activity
(Coe, Womack, Pivarnik & Reeves, 2006). But according to Mark et al. (2000), the
relationship between academic achievement and physical activity is weak based on the study
performed on 12-year-old children. On the other hand, it is also said that a sedentary lifestyle
negatively affects academic performance. A sedentary lifestyle is said to impair the academic
performance of boys (Haapala et al., 2017) and decreasing sedentary behavior has a positive
effect on academic performance (Plicher et al., 2017).

CHAPTER NO. 2 LITERATURE REVIEW

 3

A study was directed by Becker, McClelland, Loprinzi and Trost (2013) to find out
the association between physical activity, self-regulation, and academic performance. This
study was conducted on 51 preschool children. They were assessed for active play, self-
regulation and academic achievement. ActiGraph GT1M accelerometer was used to measure
human motion during active play of children. Head-Toes-Knees-Shoulders task was used to
measure self-regulation and Woodcock-Johnson Psycho-Educational Battery 3 tests of
achievement were used to measure literacy and math achievement. The results show that
higher active play is associated with better self-regulation and higher scores on reading and
math.

The study executed by Cekin (2015), investigates the psychological benefits of

regular physical activity. The study was performed on emerging adults that is the stage
between late adolescence and young adulthood. Participants included both boys and girls
between late adolescence and young adulthood. There were 175 girls and 198 boys. This
study actually measured the effects of daily physical activity on optimism, self-esteem, and
happiness. Self-esteem was assessed by the Rosenberg Self Esteem Scale which is a 10 item
scale. Optimism scale was used to measure optimism. It is a 24 item scale. Happiness was
measured by Single Item Happiness Scale in which the minimum score was 1 and the
maximum score was 10. The results of the study showed that people who perform physical
activity regularly have high self-esteem and high level of optimism and happiness.

A study performed by Harris (2018), examined the effects of physical activity and
physical inactivity on mental well-being. Level of physical activity was assessed by the
Scottish Physical Activity Screening Questionnaire (Scot- PASQ) which is a 3-item
questionnaire. The Mental Well-being was measured by WEMWBS which is a 5 point scale
with 14-items in it. The sample of the study included 1686 participants. The results of this
study manifested that there is a positive relationship between physical activity and mental
wellbeing. The results also revealed that there is a significant difference in the mental
wellbeing of a person who performs physical activity and the person who is physically
inactive.

Rationale for the Study

 4

Physical activity not only affects the physical health but also affects the mental health
positively. It positively impacts self-regulation. Self-regulation leads to positive mental
health and emotional well-being. In this way cognitive abilities are improved which
ultimately increases academic performances. Thus regular, physical activity not only
strengthens body physically but also makes a person psychologically strong.

Different previous researches have shown that physical activity has an impact on self-
regulation, positive mental health and academic performance separately. There isn’t a single
research that studies all of these variables together. The current study aims at finding the
effects of physical activity on self-regulation, positive mental health and academic
performance together.

The previous studies regarding physical activity were usually conducted on school
and college students or older adults with a mean age of 70. The sample of the present study
includes university students.

The topic of physical activity hasn’t been researched enough times in Pakistan. The
present research not only study the effects of physical activity on the university students in
Pakistan but also determines the gender differences regarding physical activity and its
effects. This study also determines the differences among sports and non-sports team
participants on self –regulation, mental well-being and academic performance.

Objectives of the Study

1. To investigate the relationship between physical activity, self-regulation, positive

mental health and academic performance among university students.
2. To observe the effects of physical activity on self-regulation, positive mental
health and academic performance among university students.
3. To study the gender differences on physical activity, self-regulation, positive
mental health and academic performance among university students.

Hypotheses

1. There will be positive relationship between physical activity, self-regulation,

positive mental health and academic performance among university students.
 5

2. Physical activity will significantly predict positive mental health and self-
regulation among university students.
3. Physical activity will also predict better academic performance among the sample.
4. There will be grade and gender differences in physical activity, self-regulation
and positive mental health of university students.

CHAPTER NO. 3 MATERIALS AND METHODS

Sample
 6

The sample of this study includes (N = 400) undergraduate students, both men
(n = 47.8%) and women (n = 52.2%) of GC University Faisalabad. The age of the sample
ranges from 18-25.

Inclusion and Exclusion Criteria

The students of undergraduate courses i.e. BS (Hons.) were selected. The

postgraduate students were excluded. The sample included students of 4 th, 6th and 8th
semester. The data was also collected from 10 th semester in case of 5 year undergraduate
course. The students of 2nd semester were not included.

Sampling Technique

The convenient non-probability sampling technique was used for selecting

participants for the study.

Research Design

A correlational-research design was used to conduct this study.

Operational Definition

Physical activity

Physical activity is the movement of the body with the release of energy
(Caspersen, 1985). In this study physical activity is measured using the Physical
Activity Assessment Tool (Meriwether, Lee, Lafleur & Wiseman, 2008)

Self-regulation

Self-regulation is defined as the control our emotions, behaviors and thoughts

(Fuente, 2015). Self-regulation is assessed in this research by the responses of the
students on the Self-Regulation Formative Questionnaire (Erickson & Noonan, 2018).

Positive mental health

Positive mental health is defined as the capacity to productively carry out

daily life activities and believe in our own abilities (WHO, 2014). The positive
 7

mental health is measured among students by the Warwick-Edinburgh Mental Well-

Being Scale (Brown & Janmohamed, 2008).

Academic performance

Academic performance refers to GPA/CGPA of the former semester of the

students (IGI Global, 2017). Academic performance of the students is determined by
their CGPA’s.

Instruments

1. Physical Activity Assessment Tool (PAAT; Meriwether, Lee, Laufleur &

Wiseman, 2008). This assessment tool is used to assess the amount of physical
activity performed by individuals. This scale consists of 2 items which measure
moderate and vigorous physical activity performed for the last 7 days. The scale is
considered to be reliable and valid.
2. Self-Regulation Formative Questionnaire (SRFQ; Erickson & Noonan, 2018).
This questionnaire is used to measure self-regulation abilities among students of
different ages. It consists of 22 items. It consists of 4 factors i.e. plan, monitor,
control, reflect. The students self-rate the items on a 5 point Likert scale. The first
category is ‘not very like me’ and 5 th category is ‘very like me’. The reliability of this
questionnaire was established using Cronbach’s coefficient alpha (α = 0.89) (Erickson
&Noonan, 2018). This questionnaire helps to identify whether or not the elements
required by students to achieve their goals are present or not.
3. Warwick-Edinburgh Mental Well-Being Scale (WEMWBS; Brown and
Jonmohamed, 2008). This scale is used to measure positive mental health. It is a
self-report scale. This scale consists of 14 items and the responses are measured by a
5 Point Likert scale. The first category is ‘none of the time’ and the fifth category is
áll of the time’. This scale assesses the presence of positive thoughts and feelings.
The reliability was established using Cronbach’s coefficient alpha (α = 0.89) (Brown
et al., 2011). Validity was established using content validity (GFI = 0.93) (Brown et
al., 2011).
 8

4. Demographic sheet. The demographic sheet used consists of the following

demographics i.e. age, gender, height, weight, semester, CGPA, department,
employment status, marital status and whether or not the subjects are sports
participants.

Procedure

The sample was selected non-randomly from different departments as the sampling
technique used was convenient sampling. The consent of the participants was taken and they
were provided with all the necessary information before collecting any kind of data from
them. Then, ‘Physical Activity Assessment Tool’ was used to measure the physical activity
performed by the students. Self-Regulation Formative Questionnaire was used to assess self-
regulation and Warwick-Edinburgh Mental Well-Being Scale was used to measure positive
mental health of students. Instructions were imparted to the participants regarding how they
have to solve the questionnaires before the questionnaires were presented to them. The
questions of the participants were entertained throughout the period they were solving the
questionnaires. The procedure of getting the questionnaires filled completed smoothly.
Lastly, we thanked all the participants for taking part in this study and taking time to
carefully complete all the presented questionnaires.

CHAPTER NO. 4 RESULTS

 9

This chapter includes outcomes of our study. The IBM SPSS 16 was used to employ
inferential and descriptive statistics on Physical Activity Assessment Tool, Self-Regulation
Formative Questionnaire and Warwick Edinburgh Mental Well-Being Scale.

Table 4.1

Demographic Characteristics of Sample (N =400)

 10

Gender Total (%)

Female Male
f(%) f(%)
Height 4.0-5.0 31(88.6) 4(11.4) 35(100)
5.1-6.0 177(51.2) 169(48.8) 346(100)
6.1-6.5 1(5.3) 18(94.7) 19(100)
Total 209(52.2) 191(47.8) 400(100)
Weight 37-50 97(87.4) 14(12.6) 111(100)
51-75 109(43.1) 144(56.9) 253(100)
76-100 3(8.3) 33(91.7) 36(100)
Total 209(52.2) 191(47.8) 400(100)
Age 18-21 160(55.9) 126(44.1) 286(100)
22-25 49(43) 65(57) 114(100)
Total 209(52.2) 191(47.8) 400(100)
CGPA 1.8-2.5 0(0) 5(100) 5(100)
2.6-3.2 26(37.7) 43(62.3) 69(100)
3.3-4.0 183(56.1) 143(43.9) 326(100)
Total 209(52.2) 191(47.8) 400(100)
Sports No 178(67.2) 87(32.8) 265(100)
Participant
Yes 31(23) 104(77) 135(100)
Total 209(52.2) 191(47.8) 400(100)
Marital Status Un-married 203(51.7) 190(48.3) 393(100)
Married 6(85.7) 1(14.3) 7(100)
Total 209(52.2 191(47.8) 400(100)

Table 4.1 illustrated the demographic characteristics of the sample. It includes all the
necessary demographic information of the participants such as age, height, weight, etc.
Table 4.2
Descriptive Statistics for Physical Activity Assessment Tool (N=400)
N Min Max M SD Skewness Kurtosis
Variables Statistic SE Statistic SE
Physical Activity
Assessment Tool 400 .00 4.00 1.36 1.72 .72 .12 -1.28 .24

PAAT2 400 .00 4.00 1.44 1.82 .58 .12 -1.54 .24
 11

Table 4.2 showed that the data is normally distributed as per criteria for social
sciences (Skewness < 3 & Kurtosis <7) defined by Kline (2005) and that it is suitable for
parametric statistics.

Table 4.3

Descriptive Statistics for Self-Regulation Formative Questionnaire (N=400)

N Min Max M SD Skewness Kurtosis

Variables Statistic SE Statistic SE
SRFQ1 400 1.00 5.00 3.31 1.36 -.27 .12 -1.08 .24
SRFQ2 400 1.00 5.00 3.37 1.31 -.32 .12 -1.02 .24
SRFQ3 400 1.00 5.00 3.36 1.25 -.33 .12 -.82 .24
SRFQ4 400 1.00 5.00 3.35 1.31 -.35 .12 -.96 .24
SRFQ5r 400 1.00 5.00 2.86 1.29 .11 .12 -1.05 .24
SRFQ6 400 1.00 5.00 3.28 1.16 -.17 .12 -.72 .24
SRFQ7 400 1.00 5.00 3.32 1.18 -.33 .12 -.64 .24
 12

SRFQ8 400 1.00 5.00 3.47 1.24 -.41 .12 -.82 .24
SRFQ9 400 1.00 5.00 3.56 1.18 -.43 .12 -.77 .24
SRFQ10 400 1.00 5.00 3.39 1.19 -.21 .12 -.88 .24
SRFQ11r 400 1.00 5.00 2.78 1.22 .18 .12 -.87 .24
SRFQ12 400 1.00 5.00 3.25 1.27 -.23 .12 -1.02 .24
SRFQ13 400 1.00 5.00 3.38 1.16 -.31 .12 -.64 .24
SRFQ14 400 1.00 5.00 3.54 1.19 -.46 .12 -.65 .24
SRFQ15 400 1.00 5.00 3.61 1.19 -.51 .12 -.63 .24
SRFQ16r 400 1.00 5.00 2.80 1.27 .16 .12 -1.04 .24
SRFQ17r 400 1.00 5.00 3.09 1.35 -.09 .12 -1.15 .24
SRFQ18 400 1.00 5.00 3.52 1.15 -.38 .12 -.72 .24
SRFQ19 400 1.00 5.00 3.70 1.18 -.57 .12 -.67 .24
SRFQ20 400 1.00 5.00 3.53 1.21 -.44 .12 -.78 .24
SRFQ21 400 1.00 5.00 3.72 1.26 -.61 .12 -.72 .24
SRFQ22r 400 1.00 5.00 3.22 1.43 -.21 .12 -1.27 .24
Table 4.3 showed that the data is normally distributed as per criteria for social
sciences (Skewness < 3 & Kurtosis <7) defined by Kline (2005) and that it is suitable for
parametric statistics.

Table 4.4
Descriptive Statistics for Warwick Mental Well-Being Scale (N=400)
N Min Max M SD Skewness Kurtosis
Variables Statistic SE Statistic SE
WEMWBS1 400 1.00 5.00 3.47 1.25 -.40 .12 -.83 .24
WEMWBS2 400 1.00 5.00 3.53 1.20 -.44 .12 -.79 .24
WEMWBS3 400 1.00 5.00 3.34 1.23 -.26 .12 -.90 .24
WEMWBS4 400 1.00 5.00 2.69 1.26 .34 .12 -.89 .24
WEMWBS5 400 1.00 5.00 3.05 1.25 -.05 .12 -.95 .24
WEMWBS6 400 1.00 5.00 3.56 1.17 -.41 .12 -.77 .24
WEMWBS7 400 1.00 5.00 3.56 1.16 -.34 .12 -.83 .24
WEMWBS8 400 1.00 5.00 3.72 1.25 -.62 .12 -.70 .24
WEMWBS9 400 1.00 5.00 2.98 1.25 .09 .12 -.96 .24
WEMWBS10 400 1.00 5.00 3.57 1.18 -.54 .12 -.57 .24
WEMWBS11 400 1.00 5.00 3.71 1.13 -.51 .12 -.57 .24
WEMWBS12 400 1.00 5.00 3.30 1.36 -.20 .12 -1.19 .24
WEMWBS13 400 1.00 5.00 3.81 1.24 -.73 .12 -.57 .24
WEMWBS14 400 1.00 5.00 3.46 1.26 -.44 .12 -.84 .24
 13

Table 4.4 showed that the data is normally distributed as per criteria for social
sciences (Skewness < 3 & Kurtosis <7 defined by Kline (2005) and that it is suitable for
parametric statistics.

Table 4.5

Reliability score of study measure.(N=400)

Scales K M SD α
1. PAAT 2 2.81 3.07 .67
2. SRFQ 22 73.39 11.07 .76
3. WEMWBS 14 47.77 9.52 .83

Table 4.5 showed that the reliability of Physical Activity Assessment Tool is fair (α =
0.67). The reliability of Self-Regulation Formative Questionnaire is very good (α = 0.76)
and the reliability of Warwick Edinburgh Mental Well-Being Scale is excellent ( α = 0.83).
 14

Table 4.6
Summary of Intercorrelation among Scores of Physical Activity, Self-Regulation, Mental
Well-Being and Academic Performance (N=400)
Variables 1 2 3 4
1. Physical Activity 1
2. Self-Regulation 0.03 1
3. Mental Well-Being 0.03 0.41*** 1
4. Academic Performance -0.09 0.16** 0.29 1

Table 4.6 showed that Physical Activity is non-significantly positively correlated with
Self-Regulation (r = 0.03 p = ns) and Mental Well-Being (r = 0.03, p > 0.05) but is non-
significantly negatively correlated with Academic performance (r = - 0.09, p > 0.05). The
Self-Regulation is significantly positively correlated with Mental Well-Being (r = 0.41, p <
0.001) and Academic performance (r = 0.16 p < 0.01). The Warwick Edinburgh Mental
Well-Being Scale is non-significantly positively correlated with Academic performance (r =
0.29, p > 0.05).
 15

Table 4.7

t-Test on gender differences for Physical activity, Self-Regulation, Mental Well-Being and
Academic Performance. (N=400)

Gender t df p 95% CI Cohen’

sd
Female Male LI UI
Variables M(SD) M(SD)
Physical 2.39(2.89) 3.27(3.19) - 398 0.00 -1.48 -0.28 0.29
Activity 2.88
Self- 73.82(11.27) 72.92(10.85) 0.82 398 0.42 -1.27 3.07 0.08
Regulation
Mental 46.79(9.74) 48.83(9.17) - 398 0.03 -3.89 -0.18 0.22
Well-Being 2.15
Academic 3.58(0.27) 3.41(0.34) 5.38 398 0.00 0.11 0.23 0.55
Performance

Table no. 4.7 showed that there is a significant gender difference on Physical
Activity; t (398) = -2.88 p < 0.001. There is no significant gender difference on Self-
Regulation; t (398) = 0.82 p >0.05. There is a significant gender difference on Mental Well-
Being; t (398) = -2.15 p < 0.5. There is a significant gender difference on academic
performance; t (398) = 5.38 p <0.001.

Table no. 7 also indicates that men are more physically active than women and men
have greater mental well-being but women have better self-regulation and academic
performance than men.
 16

CHAPTER NO. 5 DISCUSSION

The purpose of the study was to determine if any relationship is present between
physical activity, self-regulation, positive mental health and academic performance among
university students. A positive relationship was expected to be present between all these
variables. According to the results of the study, a non-significant positive correlation was
present between physical activity and self-regulation which is in accordance with a previous
study that demonstrate positive non-significant correlation between physical activity and self-
regulation (Hajek & Konig, 2018). Physical activity and mental well-being were also non-
significantly positively correlated with each other in this study. These results are in line with
the previous evidence showing a positive significant correlation between physical activity
and psychological well-being (McGuirk, 2012).

The results of this study showed a non-significant negative correlation between

physical activity and academic performance. This result contradicts with the results of the
prior studies as they showed a positive correlation between physical activity and academic
performance (Dwyer, Sallis, Blizzard, Lazarus & Dean, 2001; Castelli, Hillman, Buck &
Erwin, 2007). It should be noted that the physical activity was measured based on the last 7
days performance of the students while the academic performance was determined by the
cumulative grade point average which was based on the performance of the students for last
2-3 years.

In this study, a significant positive correlation is observed between self-regulation and

mental well-being. The higher the ability people have to control their selves, the more they
are contended, optimistic and have higher self-esteem. This result is consistent with the
earlier researches (Tavakolizadeh, Yadollahi & Poorshafei, 2012; Gugnon, Durand-Bush &
Young, 2016) which also showed a positively significant correlation between physical
activity and positive mental health. Self-regulation and academic performance are
 17

significantly positively correlated according to the results of this study. Self-control leads to
the ability to follow time tables and be able to meet deadlines, so it leads to higher
performance in academics. Previous researches have shown a similar result as a positively
significant relationship was present between self-regulation and academic performance
among pre-school children (Becker, Mclleland, Loprinzi & Trost, 2013) and significant
positive correlation between self-regulation and academic performance was present among
undergraduate students (Tangney, Baumeister & Boone, 2004).

A non-significant positive correlation is present between mental well-being and

academic performance according to this study. Mental well-being and self-regulation have a
reciprocal relationship as psychological well-being leads to higher academic performance
and better grades leads to happiness, optimism and better self-efficacy. Previous studies have
shown similar results as one of the study determined a non-significant positive correlation
between self-esteem and GPA (Ahmat, Muda & Neoh, 2018). Another study showed non-
significant positive correlation between optimism and academic achievement (Schaumacher,
2006).

The results of the t-test analyses showed a significant gender differences on physical
activity. The results indicated that more men than women perform physical activity. Men
usually perform higher physical activity because aerobic exercises are not usually promoted
among women in this society. This result is similar to a former research that also showed a
significant difference on physical activity between men and women and demonstrated that
women are less physically active than men (Lee et al., 2017). There is a non-significant
gender difference on self-regulation found in this study. According to this study, women
have higher self-regulation abilities as compared to men. As in our society, women are
expected to have more control over them-selves while self-regulation isn’t expected from
men, the reason why violence is more common in men as compared to women). This result is
in line with a previous study that also demonstrated no significant gender differences on self-
regulation and that girls have better self-regulation than boys (Mathews, Cameron &
Morrison, 2009).

The t-test analyses also showed significant gender differences on mental well-being
and observed higher scores for men’s mental well-being as compared to that of women’s. In
 18

our society, men have higher oppurtunities, more independence and freedom so, they have
higher self-efficacy and and higher self-esteem This result is supported by previous study
according to which significant gender difference was present among males and females and
that females have less score on psychological well-being measures as compared to males
(Torres-Montiel at al., 2017). Another study reported lower mental well-being as compared
to men (Gomez-Baya, Lucia-Casademunt & Salinas-Perez, 2018). The t-test analyses also
established that there is a significant gender difference on academic performance and that the
academic performance of
working so the score higher grades as compared to men. This result is in accordance with the
results of a previous research which shows that females significantly score higher in
academics as compared to males (Pirmohamed, Debowska & Boduszek, 2016).

Suggestions and Limitations

Following are the some limitations and suggestions for the future studies:

1. For the current study the sample was collected only from university. For future
studies college students can be added.
2. For the current study the sample was collected only from one university that’s why
generalizability of the results is limited. For future sample can be collected from more
than one university.
3. In the current study just undergraduate students were included in the sample. In the
future research studies sample can be collected from both postgraduate and
undergraduate students and comparison between them can be done.
4. The sample was collected from only one city i.e. Faisalabad. For the future researches
sample can be collected from different cities.

Implications

In universities, physical activity is not given as much importance as it usually is given

in schools and colleges. As the results of this study showed that physical activity has a
positive effect on self-regulation and positive mental health so, physical activity should be
promoted in university students. Different methods and techniques should be introduced in
the universities that decreases the prevalence of sedentary behavior in university students and
 19

increases the instances of moderate or vigorous physical activity. This will help students to
be better at self-control that can in turn decrease violence in them and make them able to
change their bad habits. The introduction of new methods to enhance physical activity among
university students is also going to help students to increase their psychological well-being
i.e. to be more optimistic, happy and have better self-efficacy and self-esteem.

Conclusion

This study provided the opportunity to determine the relationship of physical activity
with self-regulation, mental well-being and academic performance. The findings of this study
confirmed some of the results of the previous researches as a positive correlation of physical
activity with self-regulation and mental well-being. Some of the results were not in
accordance with the former researches, so they formed a new trend as a negative correlation
between physical activity and academic performance. This study also showed that physical
activity and mental well-being is higher in men while self-regulation and academic
performance is higher in women.
 20

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Appendices