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Exercise, affect, and university students’ appraisals of academic events prior to the final examination period
Abstract
ObjectivesTo assess whether exercise was associated with increased positive and decreased negative affect for university students during academically demanding times.DesignWithin-subjects daily diary study.MethodsFifty-nine university students completed the LTEQ [Godin, G., & Shephard, R.J. (1985). A simple method to assess exercise behavior in the community. Canadian Journal of Applied Sport Science, 10, 141–146], cognitive appraisals of daily events [Lazarus, R. S. (1999). Stress and emotion: A new synthesis. New York: Springer], and the PANAS [Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54, 1063–1070] for 14 days immediately prior to the final examination period.ResultsOur hypotheses were partially supported as threat appraisals were significantly associated with decreased positive affect on days closer to the final examination period. Contrary, to our hypotheses exercise was not independently associated with increased positive and decreased negative affect. However, the interaction between exercise and day was significant as participants experienced increased positive affect during the last 3 days of data collection immediately preceding the final exam period. There was also a significant exercise by threat interaction with follow-up tests showing the exercise/negative affect relationship was significantly moderated by threat appraisals only when academic events were appraised as mildly threatening.ConclusionsThese findings suggest that exercise behavior might be an effective way for college students to cope with stress especially during academic demanding times.
... It is assumed and empirically supported in sport settings that achievement goals play a role in determining how an athlete cognitively appraises a potentially stressful performance (e.g., McGregor and Elliot, 2002;Adie et al., 2008;Jones et al., 2009;Adie et al., 2010;Kavussanu et al., 2014;Bartholomew et al., 2017) and also, that cognitive appraisals are relevant to personal well-being and performance (e.g., Giacobbi et al., 2007;Jones et al., 2009). It has been previously demonstrated in empirical research within the running community that autonomous reasons underpinning SAp goal pursuit emerged as a positive predictor of challenge appraisals (Delrue et al., 2016). ...
... It appears therefore, that irrespective of the fact an individual appraised the task as either a challenge or a threat, they would experience enhanced feelings of pride postparkrun. The relationship between challenge and pride was expected; if an individual identifies themselves to possess sufficient environmental resources to meet the perceived demands of a task and views the situation as an opportunity for growth or mastery, it has been supported in theory and research, that this challenge appraisal would enhance positive affect (Ntoumanis and Biddle, 1998;Giacobbi et al., 2007) and emotions (Kavussanu et al., 2014). However, observing the same relationships from threat appraisals to pride was unexpected. ...
... Furthermore, rejecting H 4d , we observed no significant associations between threat to performance or shame. This was surprising given the links demonstrated in previous literature between threat appraisals and sub-optimal functioning (e.g., Ntoumanis and Biddle, 1998;Giacobbi et al., 2007). Explanations for this may emanate from a measurement and behavioral perspective. ...
Introduction
A temporal sequence of hypothesized relationships was tested between self-based goals and their underlying reasons → stress appraisals → performance and emotions, among UK parkrunners. A conditional process model was also examined to ascertain the potential moderating role of self-determined reasons in explaining the indirect relationship of self-based goals predicting performance and emotions via stress appraisals.
Methods
Utilizing a prospective design, 324 parkrunners (Mage = 45.27; SD = 10.73 years) completed online measures of self-based goals, their underlying reasons at 7 days (T1), and stress appraisals at 24 h (T2), prior to their next UK parkrun. Performance data and discrete emotions (pride and shame) were reported 24 h post-parkrun (T3).
Results
Structural Equation Modeling revealed partial support for the hypothesized model. More specifically, findings suggested that: (1) T1 self-determined reasons underpinning a self-approach goal positively predicted T2 challenge appraisals and T3 pride, (2) T1 self-determined reasons for pursuing a self-avoidance goal corresponded to reduced T3 performance and shame, (3) T2 challenge and threat appraisals were found to positively relate to T3 pride, and (4) the slower parkrunners ran, the more shame they felt post-event. T2 challenge and threat appraisals were found to mediate the relationship between T1 self-determined reasons underlying a self-approach goal and T3 pride. Further analysis failed to support a conditional process model.
Discussion
Our findings suggest the intensity of pursuing a self-based goal does not matter at all, but underlying self-determined reasons are a key driver influencing stress appraisals, performance and subsequent emotions among parkrunners.
... The research presented correlating PA and stress among college students is vastly based on self-reporting of both perceived stress and time engaged in PA (5,13,21,33). A small number of studies examined participation in physical activity as a college course (3,4). ...
... I felt mentally relaxed after yoga and meditation. 13 Yes It gave me an active outlet and break from schoolwork. 16 Yes (Did not provide comment) 17 Yes I felt compelled to relax my mind. ...
... According to our analysis, no correlation exists between participation in F4F and physiological and psychological stress reduction. These findings are inconsistent with past research, which show strong correlations between physical activity and stress reduction (3,4,5,10,13,21,23,33,34). ...
Stress levels in university students peak during the final exam period. An inverse association exists between Physical Activity (PA) and poor mental health. UNLV has created Fitness4Finals (F4F), an event novel in its approach to academic stress reduction by incorporating both physical activity and mental relaxation. To our knowledge, a university-driven programming event aimed at reducing physiological and psychological stress among students approaching final exams had never been studied. Therefore, the aims of this research were to 1) examine the influence of F4F on physiological stress and perceived psychological stress (PPS) and 2) to examine the relationship between physiological stress and PPS. Fifteen full-time university students were recruited to participate in their choice of one of two groups: F4F or control (NonF4F). Pre-F4F and post-F4F measures of physiological stress, measured by salivary cortisol, and perceived psychological stress, measured by survey were collected. The F4F event was held the week prior to final examinations. Participants in the F4F group engaged in one F4F activity per day for the duration of the 3-day event. Results of the repeated measures MANOVA indicated nonsignificant interaction (p = .864) between F4F participation, physiological stress and PPS. PPS and cortisol were not correlated at the onset of the study (r = −0.18, p = 0.48) or at the last sampling period (r = 0.097, p = 0.73). Preemptive elevated levels of PA in the F4F group may have influenced results. Qualitative data indicates a unanimous perceived reduction in stress from F4F participation. While the physiological measures of stress in the present study were not significantly different, the perceived stress reduction reported by F4F participants is influential. Further investigation with improvements in timing and measurement tools is warranted.
... PhyA was measured based on Godin and Shephards' Leisure-Time Physical Activity Questionnaire (LTEQ; Godin, 2011;Godin & Shephard, 1985) with additional items regarding the context of PhyA and similar to previous AA studies (Giacobbi et al., 2005;Giacobbi et al., 2007;Mata et al., 2012). During each prompt, participants were asked whether they had been physically active since the last prompt ("Have you been physically active since the last prompt?" ...
... However, sports-related academic stressors (i.e., stressors related to courses or examinations where students were exercising) did not predict sports students' affective reactions. According to Lazarus and Folkman (1984), a possible explanation is that sports students perceive sports-related stressors as rather challenging than as threatening or harmful (Giacobbi et al., 2007). Previous studies proofed that persons stressors appraisals are crucial for the affective reaction to stressors (Gerber, 2008;von Haaren et al., 2016). ...
Students are exposed to a variety of stressors that can negatively affect their health and performance. Using an
Ambulatory Assessment approach, this study investigated whether and how positive affect (PA) and negative
affect (NA) changed in response to real-life stressors in sports students. In addition, the study investigated how
physical activity (PhyA) moderated affective reactions to stressors. 62 participants of a German university (m =
23, f = 38, d = 1; age: M = 21.55 years, SD = 2.47) reported their daily stressors, affective states and PhyA
(context, intensity and duration) six times per day via smartphone over five days (30 prompts per participants).
To test the hypotheses multilevel models were calculated. Stressor context predicted affective reactions. PA was
lower and NA was higher when general (financial problems) or academic (exam periods) stressors were reported.
General PhyA had a positive effect on sports students affect (higher PA, lower NA). However, when PhyA was
performed in exercise classes within their study program and a stressor was reported, PA decreased. The results
showed that certain stressors interact negatively with affective states. Furthermore, the results suggested that
PhyA, depending on the context where it occurred, may also induce negative affective changes in this target
group of sport students. More studies need to examine how PhyA moderates affective reactions to stressors and
examine the influences of context specific PhyA (e.g., type of PhyA) in more detail.
... A comparison of the AMS of students who belonged to an athletic club with that of those who did not indicate a signi cant difference in the total value of IM (mean total value of IM in the athletic club: 54.22 vs. 63.00 in the non-athletic club group, p = .041). In addition, the mean IMexperience was signi cantly lower (mean IM-experience in the athletic group: 15.12 vs. 19.69 in the nonathletic group, p = .006). There were no statistically signi cant differences between the other items. ...
... It has been shown that exercise can improve academic performance and mental health. [18][19][20][21][22] However, few previous studies have described the relationship between belonging to an athletic club and motivation at the time of entrance. In addition, when the students have joined an athletic club just after entering school, the effects of exercise, as shown in previous studies, may not be obtained. ...
Background
To become a doctor with a high level of professionalism and ethical standards, it is important to have and maintain a high level of motivation from the time of admission to medical school. However, no studies in Japan have quantitatively investigated the factors related to motivation immediately after enrollment. In this study, we identified the background factors that influence the motivation of medical students immediately after admission.
Methods
A cross-sectional study was conducted. First-year medical students answered our questionnaire three weeks after admission. The questionnaire comprised 16 demographic items, and the 28-item Academic Motivation Scale was used to quantify motivation.
Results
Our analysis showed that amotivation, representing low self-determinant motivation, was significantly higher in students whose parents were medical professionals and in students who did not talk about their problems than in those whose parents were not medical professionals and those who did talk about their problems, respectively. Intrinsic motivation, which indicates the level of self-determinant motivation, was significantly lower in students who belonged to a sports club.
Conclusions
No previous studies have suggested that having parents who are medical professionals might be a factor associated with their children’s decreased motivation when entering medical school in Japan. However, further research is needed to analyze this relationship.
... Compared with less active students, those engaging in a higher amount of physical activity have, for example, higher levels of vitality (Molina-García, Castillo, & Queralt, 2011) and lower levels of tension and fatigue (Bray & Born, 2004). Physical exercise is also an effective way to cope with stress (Giacobbi Jr., Tuccitto, & Frye, 2007). ...
... Physical activity, that is, lack of physical exercise or energy, was perceived to impair wellbeing, particularly on days when stress levels were high ("intense" and "inefficient study days") but also on "leisurely study days" characterized by low study effort and low stress levels. Perhaps, when students need to invest high or moderate effort in their studies, it leaves them little time for physical exercise, which has been shown to be an important strategy for coping with stress (Giacobbi Jr. et al., 2007). It is somewhat surprising that the lack of physical exercise was also seen to impair wellbeing on "leisurely study days;" however, this may be explained by students suffering from flu or other illnesses on some of those days. ...
This mobile diary study examined day-today variability during one study week among university students and study-related associated factors promoting and impairing their well-being. Specifically, we explored (1) what factors university students consider as promoting and as impairing their daily wellbeing, (2) what types of daily study profiles for students can be identified based on study hours, study motivation, and academic stress, and (3) how the factors promoting and impairing students’ daily wellbeing are related to these daily study profiles. The study utilized one-week mobile diary data collected from 86 university students studying in a Finnish university (a total of 602 measurements). Seven factors promoting and eight factors impairing the wellbeing of students were identified. These included leisure time and domestic duties, social relations, sleep, rest, nutrition, and time management. Using multilevel latent profile analysis, we further identified four distinct daily study profiles: intense, productive, inefficient, and leisurely study days. The results also showed that the various factors promoting and impairing daily wellbeing were differently associated with the four study profiles.
... Ante a un evento estresante, la persona suele realizar una evaluación del mismo que incluye valores, metas y la experiencia que posee de acontecimientos parecidos o iguales. Además, su valoración cognitiva incluye el posible daño que podría sufrir, mismo que influye directamente en su estado emocional: cuando el resultado es negativo las personas llegan a experimentar emociones como enojo, miedo y vergüenza; si es positivo se advierte alegría, placer, satisfacción y orgullo (Giacobbi, Tuccitto & Frye, 2007). ...
... Fuente: Elaboración propia. ten otros que posiblemente no cuenten con esas herramientas porque con anterioridad ya han pasado por eventos similares sin obtener el resultado esperado (aprobar); o bien, nunca han reprobado y carecen de la experiencia necesaria para orientarse en el qué hacer o a quién recurrir, cuestiones que constituyen una referencia importante como lo mencionan Giacobbi et al. (2007). ...
El objetivo fue evaluar las propiedades psicométricas de un instrumento para medir las emociones que sienten los estudiantes universitarios cuando reprueban. La muestra fue de 1,057 participantes. Se utilizó un análisis factorial exploratorio que identificó tres factores (introspección, menosprecio, aplanamiento), con alfa de Cronbach entre .70 y .90, y varianza de 50.55%. La estructura fue verificada mediante análisis factorial confirmatorio, observándose indicadores generales de adecuada bondad de ajuste. Se analizó la equivalencia del instrumento comparando estudiantes de cuatro diferentes áreas de conocimiento. Los resultados muestran que el instrumento puede ser utilizado para estudiantes mexicanos, se requiere revisar los reactivos del factor aplanamiento, ya
que este puede ser la causa de que no se alcanzara la equivalencia a nivel de residuales.
... We therefore conducted an ecological momentary assessment (EMA) study to explore the association between current PA in everyday life and general fatigue and the moderating effect of chronic stress experiences in the last three months in a sample of healthy university students. As there is first evidence for a buffering effect of PA on positive affect only during periods of high demand (Giacobbi et al., 2007), data collection was conducted during two periods, characterized by different stress levels: five days of a less stressful regular week during the semester, and five days during a stressful period in which students were preparing for their final examinations (Weekes et al., 2006). Moreover, we also took into account the moderating effect of chronic (last three months) stress. ...
... PA was more strongly related to attenuated fatigue scores in those participants who experienced less chronic stress. This finding is in contrast to a previous study showing that PA was associated with subjective wellbeing only on days of high stress and demand (Giacobbi et al., 2007). Our results would challenge a ''stress-buffering hypothesis of physical activity'' insofar as current PA in everyday life had no buffering effect on momentary general fatigue in the face of chronic stress (Gerber & Puhse, 2009). ...
Fatigue is one of the most commonly reported complaints in the general population. As physical activity (PA) has been shown to have beneficial effects, we hypothesized that everyday life PA improves fatigue. Thirty-three healthy students (21 women, 22.8 ± 3.3 years, 21.7 ± 2.3 kg/m2) completed two ambulatory assessment periods. During five days at the beginning of the semester (control condition) and five days during final examination preparation (examination condition), participants repeatedly reported on general fatigue (awakening, 10 am, 2 pm, 6 pm and 9 pm) by means of an electronic diary, collected saliva samples for the assessment of cortisol and α-amylase immediately after providing information on fatigue and wore a triaxial accelerometer to continuously record PA. Self-perceived chronic stress was assessed as a moderator. Using hierarchical linear modeling, including PA, condition (control vs. examination), sex and chronic stress as predictors, PA level during the 15 min prior to data entry did not predict momentary fatigue level. Furthermore, there was no effect of condition. However, a significant cross-level interaction of perceived chronic stress with PA was observed. In fact, the (negative) relationship between PA and fatigue was stronger in those participants with less chronic stress. Neither cortisol nor α-amylase was significantly related to physical activity or fatigue. Our study showed an immediate short-term buffering effect of everyday life PA on general fatigue, but only when experiencing lower chronic stress. There seems to be no short-term benefit of PA in the face of higher chronic stress. These findings highlight the importance of considering chronic stress when evaluating the effectiveness of PA interventions in different target populations, in particular among chronically stressed and fatigued subjects.
... Finally, the few conducted field studies are cross-sectional and focus on the associations between acute exercise and emotional stress reactivity in daily life (Giacobbi, Hausenblas, & Frye, 2005;Giacobbi, Tuccitto, & Frye, 2007;Steptoe, Kimbell, & Basford, 1998). For example, Giacobbi et al. (2007) asked university students about their daily exercise, conducted threat appraisals in response to stressful events and assessed positive/negative affect via an internet platform during an examination period. ...
... Finally, the few conducted field studies are cross-sectional and focus on the associations between acute exercise and emotional stress reactivity in daily life (Giacobbi, Hausenblas, & Frye, 2005;Giacobbi, Tuccitto, & Frye, 2007;Steptoe, Kimbell, & Basford, 1998). For example, Giacobbi et al. (2007) asked university students about their daily exercise, conducted threat appraisals in response to stressful events and assessed positive/negative affect via an internet platform during an examination period. During the most stressful days, exercise was significantly related to increased positive affect (PA). ...
Objectives: To examine if a preventive 20-week aerobic exercise intervention (AET) can improve emotional stress reactivity during real-life stress. Design: Randomised controlled trial; within-subject design. Method: Sixty-one inactive students were randomly assigned to a waiting control and an AET group. To capture the situation-specific, intra-individual data in real life, electronic diaries were used. Participants reported their moods and perceived stress (PS) repeatedly over two days during their daily routines pre- and post-intervention. The pre-intervention baseline assessment was scheduled at the beginning of the semester, and the post-intervention assessment was scheduled at a real-life stressful episode, an academic examination. For the aerobic fitness assessment, both groups completed a cardiopulmonary exercise test on the treadmill before and after the intervention. Multilevel models (MLMs) were conducted to compare within- and between-subject associations. Results: Significant emotional stress reactivity was evident in both groups during all assessment periods. However, participants in the AET group showed lower emotional stress reactivity compared with their control counterparts after the 20-week training programme during the real-life stress episode (the academic examination). Conclusions: AET conferred beneficial effects on emotional stress reactivity during an academic examination, which is likely an extremely stressful real-life situation for students.AET appears to be a promising strategy against the negative health effects of accumulated emotional stress reactivity.
... Rentouttavaa vapaaajan viettoa voidaankin pitää tunnekeskeisenä keinona, jossa ei keskitytä niinkään ongelman ratkaisemiseen vaan etäisyyden ottamiseen ja stressaavasta tilanteesta palautumiseen (Lazarus & Folkman, 1984). Muita vastaavanlaisia mahdollisesti palautumiseen tai etäisyyden saamiseen tähtääviä stressinhallintakeinoja, joita tutkimukseemme osallistuneet opiskelijat olivat hyödyntäneet, olivat liikunta (myös Giacobbi, Tuccitto & Frye, 2007) sekä nukkuminen, lepo ja ravinto (esim. Galambos, Dalton & Maggs, 2009). ...
Tässä tutkimuksessa tarkasteltiin korkeakouluopiskelijoiden kokemaa päivittäistä opintoihin liittyvää stressiä, opiskelijoiden käyttämiä keinoja stressin hallitsemiseksi sekä stressinhallintakeinojen yhteyksiä stressitason muutokseen päivien välillä. Mobiilipäiväkirjatutkimukseen osallistui 86 maisterivaiheen opiskelijaa, jotka vastasivat sekä strukturoituihin että avoimiin päiväkirjakysymyksiin viikon ajan, kerran päivässä (N = 602). Avoimet vastaukset stressinhallintakeinoihin liittyen luokiteltiin ja kvantifioitiin, ja stressinhallintakeinojen yhteyksiä stressitason muutokseen kolmena perättäisenä päivänä tarkasteltiin monitasomallinnuksella. Tulokset osoittivat, että tutkimusviikolla opiskelijoiden stressitasossa esiintyi huomattavaa päivittäistä vaihtelua. Opiskelijat pyrkivät kuitenkin hallitsemaan opiskeluun liittyvää stressiä seitsemän eri keinon avulla, esimerkiksi opintojaan edistämällä tai liikunnan avulla. Kun stressinhallintakeinojen käytön yhteyttä stressitason muutokseen tarkasteltiin kolmena peräkkäisenä päivänä, sosiaaliset suhteet, opintojen edistäminen, ajanhallinta sekä positiivinen asenne ja reflektio osoittautuivat toimiviksi keinoiksi laskea opintoihin liittyvää stressiä.
... Or did the event test, or exceed, individual's coping resources (Lazarus, 1999)? In other words, the level of stress experienced corresponds to the degree of threat posed by the situation (Giacobbi et al., 2007). This perception depends on individual factors such as personality, experiences, or emotional traits (Lazarus & Folkman, 1984). ...
The aim of the study was to identify distinct trajectories of perceived stress and control in athletes across a season of sports competitions and whether these trajectory memberships could be predicted by subdimensions of the emotional intelligence (EI). Latent class growth analyses were performed on a five-stage longitudinal measurement plan (to cover the entire sporting season). Four hundred fifteen athletes answered to the Brief Emotional Intelligence Scale, the Mastery Scale, the Perceived Stress Scale, and the Attainment of Sport Achievement Goal Scale. The analyses revealed two trajectories of perceived stress (one trajectory adapted and one maladapted to performance) and two trajectories of perceived control (one trajectory adapted and one maladapted to performance). Moreover, athletes with higher emotional intelligence emotion regulation scores belong significantly more to performance-adaptive trajectories. The obtained results could contribute to the advancement of emotional intelligence intervention programs to optimize the dynamics of perceived stress and control within the sporting season.
... Condiciones emocionales que no son nada nuevos, ya que previo a la pandemia ya era evidente que el experimentar emociones negativas tales como enojo, miedo, frustración, soledad, ansiedad y vergüenza, se relaciona con factores de riesgo tales como el bajo rendimiento académico y la depresión (Chou, Chao, Yang, Yeh, & Lee, 2011;Giacobbi, Tuccitto & Frye, 2007;Kausar, 2010;Mahyunddin, Li, Roslan & Ahmad, 2009;Mellanby & Zimdars, 2011;Stoliker, B. & Lafreniere, K. (2015). ...
... In a general student population, for example, physical activity/sport involvement has been found to correlate positively with stress tolerance, good time management, and adaptive coping strategies. 3,4 our body released a hormone whose name is "endoprine" which is useful for decreasing stress and this is released during game. We can attain several benefits by taking part in games. ...
Background: Lack of physical activities leads to many consequences such as obesity, anxiety, stress, weight gain, depression and burnout. Due to busy schedule of medical students majority of the students overlooked the participation in exercise and physical activities and prefer studies over health. This pattern has brought many issues not only in students but in the societies as well. Aim: Purpose of this paper was to determine the impact of physical activities on academic performance and burnout of medical female students in India. Material and Methods: Survey approach using self-administered closed ended scale was distributed among 250 female students. Non probability convenience sampling technique was used to select the sample size. SPSS and PLS-SEM were used for statistical analysis. It was found that there is significant effect on burnout and academic performance of students due to academic year, physical activities, time played, regularity maintained, no of hours played per week, family restrictions, non-availability of space and laziness. Findings/Results: Measurement model was also found reliable and valid. All factor loadings, AVE and CR values met threshold criteria. It is concluded that taking part in games could reduce burnout, emotional exhaustion, and depersonalization and enhance personal achievement and academic performance. Conclusions: From the findings it is revealed that taking part in any game such as football, baseball, hockey, cricket could bring positive outcomes such as good health, fitness, students become active and come up with new ideas, It is concluded that taking part in healthy activities help the students to develop skills, effectively handle stress, depression and anxiety.
... It has been shown that exercise can improve academic performance and mental health. [34][35][36][37][38] However, few previous studies have described the relationship between belonging to an athletic club and motivation at the time of entrance. In addition, when the students have joined an athletic club just after entering school, the effects of exercise, as shown in previous studies, may not be obtained. ...
Background:
To become a doctor with a high level of professionalism and ethical standards, it is important to have and maintain a high level of motivation right from medical school. However, studies in Japan have not quantitatively investigated the factors related to motivation immediately after enrollment. This study aimed to identify the demographic factors that influence the motivation of medical students immediately after admission.
Methods:
A cross-sectional single-center study was conducted. First-year medical students answered our questionnaire three weeks after the admission. The questionnaire comprised 16 demographic items and the 28-item Academic Motivation Scale, which was used to quantify motivation.
Results:
Our analysis showed that amotivation, representing low levels of self-determinant motivation, was significantly higher in students whose parents were medical professionals and in students who did not talk about their problems than in those whose parents were not medical professionals and those who did talk about their problems. Intrinsic motivation, which indicates the level of self-determinant motivation, was significantly lower in students who belonged to a sports club.
Conclusions:
We suggest that having parents who are medical professionals may be associated with an individual's decreased motivation when entering medical school in Japan. Though this is a novel finding, further research is needed to analyze this relationship.
... 208). Past research shows that the positive impact of physical activity on emotional well-being traverse different populations, including adolescents [40] and college students [41]. ...
Time commitment of college athletes raises some alarm, leaving them vulnerable to career transitions and well-being consequences. How college athletes spend their academic and athletic time is not much explored. In the United States, college athletes are often classified based on their respective sport revenue production and sport type. The comparison of athletes based on sport category and sport type is sparse in the academic literature. By and large, well-being and time commitment of athletes among some others are believed to be significant factors in college sports success. This study examined the differential effects of sport category (revenue vs non-revenue) and sport type (individual vs team) on academic time use, athletic time use, subjective well-being, emotional well-being, and physical well-being of college athletes. It utilized secondary data provided by the U.S. National Collegiate Athletic Association (NCAA) granted upon agreement on data fair use. Multivariate Analysis of Variance (MANOVA) was performed to examine the research questions. Significant differences relative to sport type and sport category were found in academic time use and athletic time use. Team sport and revenue-generating sport athletes were more athletically inclined, while individual sport and non-revenue generating sport athletes were more academically engaged.
... Condiciones emocionales que no son nada nuevos, ya que previo a la pandemia ya era evidente que el experimentar emociones negativas tales como enojo, miedo, frustración, soledad, ansiedad y vergüenza, se relaciona con factores de riesgo tales como el bajo rendimiento académico y la depresión (Chou, Chao, Yang, Yeh, & Lee, 2011;Giacobbi, Tuccitto & Frye, 2007;Kausar, 2010;Mahyunddin, Li, Roslan & Ahmad, 2009;Mellanby & Zimdars, 2011;Stoliker, B. & Lafreniere, K. (2015). ...
A finales del año 2019, la aparición de la enfermedad COVID-19, provocada por el virus SARS-CoV 2, transformó el orden mundial al ser declarada pandemia en el 2020, trayendo consigo impactos en todos los grupos sociales e instituciones, así como en los servicios de salud, la economía micro y macro de las naciones.
Con lo anterior, la transformación del quehacer educativo llevó a maestros y a alumnos a convertir sus viviendas en aulas, oficinas o despachos desde los cuales tendrían qué generarse los espacios y tiempos de acceso al conocimiento, que antes de la pandemia se realizaban en áreas físicas con horarios bien definidos de interacción maestro-alumno y alumno-alumno. El ingrediente añadido en esta interacción ha sido el uso de plataformas y dispositivos para el acceso al internet, para el cual el trabajo asincrónico tomó relevancia fundamental (Daniel, 2020), además de resaltar la inequidad y desigualdad en el acceso a los medios tecnológicos y de las habilidades del uso de la tecnología para la nueva forma de enseñar y aprender (Onyema, Eucheria & Obafemi, 2020).
Esta situación trajo consigo una serie de cambios en varios aspectos de la vida de los actores del acto educativo, siendo el estado emocional el tema de interés por las implicaciones que esté pudiera causar en el proceso de enseñanza- aprendizaje, es por ello que esta investigación de corte cuantitativo tiene por objetivo caracterizar y contrastar a las poblaciones de alumnos y maestros respecto a la magnitud de las emociones y sentimientos que refieren durante el encierro por Covid-19, en el estado de Coahuila, México.
... Data supported our hypothesis about the debilitating effect of threat appraisal on WM performance. Furthermore, consistent with the classic theories of appraisals (Lazarus et al., 1980;Lazarus, 1991) and previous work (Cerin, 2003;Bryant et al., 2007;Giacobbi et al., 2007;Adie et al., 2008;Ellis et al., 2009), we found that the increase of threat appraisal resulted in a decrease of positive affect, which further led to poorer WM performance. The facilitating role of positive affect on WM has been well-discussed in previous studies (e.g., Yang et al., 2013). ...
Working memory (WM) is crucial for reasoning, learning, decision-making and academic achievement. In diverse contexts, how a task is framed pertaining to its demands and consequences can influence participants' task performance by modifying their cognitive appraisals. However, less is known about the effect of task framing on WM performance and the mechanisms. This study examined whether opportunity- and risk-focused task framing would influence university students' WM performance by altering their cognitive appraisals and affective experiences. Ninety-seven university students were randomly assigned to one of the three framing conditions (Opportunity, Risk, vs. Null), and received instructions that differed in consequences (gain for top performers, loss for poor performers, vs. null), goals (approach, avoidance, vs. neutral), and feedback on personal competence (adequate, inadequate, vs. null). Challenge and threat appraisals, affect, and WM performance were measured before and after task framing. Results showed that opportunity-focused task framing improved students' WM performance, whilst risk-focused task framing increased threat appraisal and decreased positive affect, and that challenge appraisal was not altered in any condition. Female students were influenced by task framing to a greater extent than were male students. Mediation analysis revealed that the alteration of threat appraisal and the change in positive affect mediated the effect of task framing on WM performance. Findings highlight the important role of modifying cognitive appraisals and affective responses in optimizing cognitive performance.
... This type of stress has been implicated in a variety of disease processes, such as coronary disease, cancer, lowered immunological activity against pathogens, reduced quality of life, increased incidence of depression and suicide, higher levels of anxiety, and increased alcohol intake. [6] Stress is generally defined as "a particular relationship between the person and the environment that is appraised by the person as taxing or exceeding his or her resources and endangering his or her wellbeing" [7]. Normally, stress is a natural reaction to conflict intended to stimulate action, and it plays an essential role in protecting the organism from threatening situations. ...
... In the current study, students in two introduction to psychology courses engaged in either focused breathing or expressive writing prior to taking a cumulative final exam, which is often stressful and anxiety inducing (Burns, 2004;Giacobbi, Tuccitto, & Frye, 2007). ...
The purpose of this quasi-experiment is to test two different methods for helping students reduce anxiety before an exam. Students in two introductory psychology courses (N = 111) engaged in either a focused breathing exercise or an expressive writing exercise before their final exam. Results indicated that, compared with previous exam performance, both focused breathing and expressive writing improved performance for students with high levels of trait test anxiety. However, there was no effect on final exam performance for either method for students with low levels of trait test anxiety. Both the exercises appeared to reduce state anxiety for students, although the reduction was greater for students with high levels of trait test anxiety. These findings can be used to assist students who struggle with trait test anxiety.
... In a general student population, for example, physical activity/sport involvement has been found to correlate positively with stress tolerance, good time management, and adaptive coping strategies. 1,2 The ultimate goal of medical schools is to select applicants with the highest probability of successful medical training and subsequent career. 3 Although the emphasis has traditionally been placed on prospective students' academic achievement due to its well-established association with performance in medical school, 4 the associations between applicants' non-academic pursuits and learning outcomes in medical school have yet to be established. ...
Objectives
To investigate relationships between students’ past level of involvement in physical activity/sport and their motivations for learning (achievement goals) and well-being in medical school. In doing so, we provide evidence to medical programs to inform admission processes and curriculum planning.
Methods
A cross-sectional study was conducted. Out of 640 medical students, 267 completed an online questionnaire with measures of: achievement goals, academic burnout, physical activity/sport involvement, and demographics. Data were analyzed using descriptive and inferential statistics (frequency, mean, standard deviation, chi-square test, Cronbach alpha, Spearman correlation).
Results
Students who had pursued physical activity/sport at higher levels of involvement had lower academic burnout scores and endorsed maladaptive achievement goals to a less degree. Specifically, the level of students’ involvement in physical activity/sport was negatively correlated with academic burnout (r=-0.15, p=0.014) and with achievement goals of performance approach (r=-0.15, p=0.014), performance avoidance (r=-0.21, p=0.001), and mastery avoidance (r=-0.24, p<0.001).
Conclusions
Pursuit of dedicated personal activities such as sport appears to be associated with the desired quality of motivation and well-being of medical students. A school culture that fosters resilience of newly admitted students through extracurricular activities and raises students’ awareness of maladaptive and adaptive achievement goals is likely to be beneficial in addressing academic burnout and improving the mental health of medical students.
... Umgekehrt scheint es, dass das Auftreten negativer Stimmungslagen infolge alltäglicher Stressereignisse auch durch sportliche Aktivität nicht vollständig verhindert werden kann. Ähnliche Befunde waren in einer weiteren Studie von Giacobbi et al. (2007) zu beobachten, in der 59 Universitätsstudierende zwei Wochen vor einer Abschlussprüfung täglich befragt wurden. Darin zeigte sich, dass sportliche Aktivität besonders stark mit positivem Affekt assoziiert war, je näher die Prüfungsperiode rückte. ...
Stress wird in dem vorliegenden Beitrag zunächst als biopsychosoziales Phänomen definiert, bevor das Konzept der ‚Cross-Stressor Adaptationshypothese‘ eingeführt wird. Darauf aufbauend wird erörtert, ob sportliche Aktivität selbst ein Stressreiz darstellt, durch den zentrale stressregulierende Körperfunktionen aktiviert werden, und ob durch sportliche Aktivität unspezifische Anpassungsvorgänge ausgelöst werden, durch die sich bei sporttreibenden auch in sportfremden Stresssituationen die Stressreaktivität bzw. die Stressregeneration verbessert. Eine Diskussion der aktuellen Literatur soll Aufschluss über die derzeitige Befundlage zum Einfluss regelmäßiger sportlicher Aktivität bzw. einer hohen kardiorespiratorischen Fitness auf die Stressreaktivität und Stressregeneration unter Laborbedingungen und in natürlichen Stresssituationen geben. Im letzten Teil des Kapitels wird erörtert, inwiefern einzelne akute Sportepisoden zu einer verbesserten Stressreaktivität und Stressregeneration beitragen können, wenn Personen in unmittelbarem Anschluss mit einem kognitiven oder psychosozialen Stressreiz konfrontiert werden.
... Umgekehrt scheint es, dass das Auftreten negativer Stimmungslagen infolge alltäglicher Stressereignisse auch durch sportliche Aktivität nicht vollständig verhindert werden kann. Ähnliche Befunde waren in einer weiteren Studie von Giacobbi et al. (2007) zu beobachten, in der 59 Universitätsstudierende zwei Wochen vor einer Abschlussprüfung täglich befragt wurden. Darin zeigte sich, dass sportliche Aktivität besonders stark mit positivem Affekt assoziiert war, je näher die Prüfungsperiode rückte. ...
Stress wird in dem vorliegenden Beitrag zunächst als biopsychosoziales Phänomen definiert, bevor das Konzept der ‚Cross-Stressor Adaptationshypothese‘ eingeführt wird. Darauf aufbauend wird erörtert, ob sportliche Aktivität selbst ein Stressreiz darstellt, durch den zentrale stressregulierende Körperfunktionen aktiviert werden, und ob durch sportliche Aktivität unspezifische Anpassungsvorgänge ausgelöst werden, durch die sich bei Sporttreibenden auch in sportfremden Stresssituationen die Stressreaktivität bzw. die Stressregeneration verbessert. Eine Diskussion der aktuellen Literatur soll Aufschluss über die derzeitige Befundlage zum Einfluss regelmäßiger sportlicher Aktivität bzw. einer hohen kardiorespiratorischen Fitness auf die Stressreaktivität und Stressregeneration unter Laborbedingungen und in natürlichen Stresssituationen geben. Im letzten Teil des Kapitels wird erörtert, inwiefern einzelne akute Sportepisoden zu einer verbesserten Stressreaktivität und Stressregeneration beitragen können, wenn Personen in unmittelbarem Anschluss mit einem kognitiven oder psychosozialen Stressreiz konfrontiert werden.
... Em virtude deste facto, o estudo do stress tem vindo a ser um dos mais relevantes focos de investigação nas ciências que se debruçam sobre o funcionamento humano e, particularmente, na Psicologia (Lazarus, 2000a; Thatcher & Day, 2008; Woodman & Hardy, 2001). Por exemplo, ao nível da saúde, o facto de muita da investigação atual se centrar no stress é justificado por este estar implicado numa variedade de doenças como, por exemplo, problemas cardíacos, depressão e consumo de álcool (Giacobbi Jr., Tuccitto, & Frye, 2007; Schaufeli, Bakker, & Rhenen, 2009). Neste sentido, nas últimas décadas assistiu-se ao surgimento de diversas perspetivas de estudo do stress, procurando não só defini-lo mas analisar o modo como se manifesta no comportamento humano (ver Cooper, Dewe, & O'Driscoll, 2001; Dewe, O'Driscoll, & Cooper, 2010). ...
... Por outro lado, a incapacidade de experienciar estados de desafio constitui-se como um fator de prejuízo prolongado do rendimento. Essa ideia é atestada pela evidência empírica que No que concerne à relação entre stress e emoções, existe alguma evidência sobre a associação entre a avaliação cognitiva de ameaça e os estados emocionais negativos, ao passo que a avaliação cognitiva de desafio surge associada a estados emocionais positivos, como sejam, a alegria e o orgulho (Giacobbi, Tuccitto, & Frye, 2007). Parecenos, porém, que a relação entre os estados de desafio e de ameaça relativamente às emoções carece ainda de ser mais extensivamente estudada. ...
... We acknowledge that the word challenge is used in the stress and coping literature to represent a specific appraisal of a situation (seeGiacobbi, Tuccitto, & Frye, 2007, for a relevant example). Herein, we use it to represent something that presents a barrier. ...
Exercise identity and self-efficacy have previously been examined relative to exercise using hypothetical scenarios rather than a real challenge to participation. We tested an actual ecologically valid challenge to students’ exercise—exams. We also determined whether this relation is attenuated when past behavior is a predictor. Some 233 postsecondary students were recruited, and participants completed measures prior to and in relation to exams. Hierarchical multiple regressions revealed that exercise identity and self-efficacy significantly predicted exercise during exams. However, as Weinstein (2007) noted, this relationship attenuates when past exercise is included. These findings demonstrate that social cognitions predict exercise in the face of an ecologically valid challenge and avoid overestimation characteristic of previous work (Weinstein, 2007).
... In the last few years there has been an increasing interest on the study of the phenomenon of stress (Giacobbi et al., 2007). According to Lazarus and Folkman (1984) stress is: "… requirements (internal or exterior), that according to the individual's estimate, they place in trial and/or exceed the available possibilities. ...
Throughout a Nursing academic course, students are confronted by situations that generate stress. Students from professionalizing Nursing courses are especially demanded at practical skills, such as performing invasive procedures with venous punctures, bandaging, hygiene, and comfort care in patients with different degrees of illness. For these students, stress levels may render learning difficulty with the possibility of leading to errors, lack of concentration and oscillation of attention levels. Stress in Nursing Students In the last few years there has been an increasing interest on the study of the phenomenon of stress (Giacobbi et al., 2007). According to Lazarus and Folkman (1984) stress is: " … requirements (internal or exterior), that according to the individual's estimate, they place in trial and/or exceed the available possibilities. The study of stress is justified, while it is connected with the event of symptoms /clues in organic and psychological level. What concerns the first part, usually mild or serious psychosomatic problems are expressed (Matrunola, 1996). What concerns the psychological level, stress influences the behavior (increased concern and irascibility), the sentimental reactions (increased stress, sentimental precessions), the cognitive functionalism (difficulty in self-concentration) and the social behavior as with drawl, restriction of social relations (Cordes and Dougherty, 1993). The nature of nursing profession is widely acceptable and inquiringly argued. Stress that nurses experience in combination with the psychological searches, the moral dilemmas and the patients' requirements overload their mental world. Moreover, the working environment of the Nurses and situations, such as the pressure of work, the use of new complex of technology etc. they are incriminated as aggravating factors for the creation stress in nursing staff (Beck and Srivastava, 1991; Bakker et al., 2000). It has been observed that the Nursing students experience stress during their studies, fact that explains the increasing interest on studying the phenomenon the last years. More specifically, researches have shown that stress and personality influence the academic progress and adaptation. Entering and study in the university signals a new period for the students, where new interests, stimulus and companies, dominate in their daily life mainly after a laborious period before their entry in the third degree education. However, the changing of their environment including the difficulties of modern practicality, the students experience a lot and various problems and sentimental intensities, as financial or family problems, sexual problems, depression, problematic relations with their friends or even stress for their future and more generally for their choice of profession. All of these problem sare likely to influence in a different degree the students' mental sphere so that one time they experience high and another time a mediocre intensity stress (
... Research has shown that experiencing various negative emotions during a prolonged period of time while being physically active often leads to drop out. Moreover, research has shown that the positive associations between physical activity and positive affect remained significant when controlling for stress perception (i.e., cognitive appraisal) (Giacobbi, Tucitto, & Frye, 2007). ...
... However, entering university may be a source of strain and an acute stressor [5] because academic demands increase and new social relations are established [4]. Researchers report a number of academic, financial and lifestyle stressors that represent chronic sources of stress [6] in students' life, such as their daily relationships, their future business anticipation, family problems and stressors about their studies (organization and quality) [7][8][9][10]. Makrides, Veinot, Richard, McKee, & Gallivan (1998) [11], reported that the 60 per cent of the college students rated their stress levels for academic issues as high or very high. ...
The study explored first year undergraduate students' intention to change behavior in an attempt to manage stressful academic situations (passing the exams, semester's grades and organization of their studies) and the effect of the self-efficacy, the pros, cons of stress management and the pros of stress on moving between stages. Gender differences were explored. The validity and reliability of the Decision Balance Inventory were also investigated. The study was held through questionnaires. All scales had acceptable levels of internal consistency (60 < α < 79) and the sample consisted of 209 first-year undergraduate students. The results of the exploratory factor analysis supported the factorial validity and the reliability of the Decisional Balance Inventory. Most of the students reported themselves in the earlier stages of change. The results indicated an interplay of self-efficacy with the pros, cons of stress management and the pros of stress, mainly at the stages of precontemplation and preparation. There were few gender differences. Females reported a less positive perception of the pros of stress management than males when closer to adopt a behavior of stress management. The findings are discussed in relation to recent literature.
... Studenter klagar ofta över stress på universiteten, men de flesta studier är begränsade till examination (Borella et al., 1999;Giacobbi, Tuccitto & Frye, 2007); få studier har gjorts om studenters normala universitetsliv. Stressade studenter tenderar att spendera mer tid hemma än på universitetet, samt utför färre utomhusaktiviteter än de som inte är stressade. ...
... The present investigation further contributes to the assertion that positive and negative affect are in fact conceptually distinct because they demonstrate some dissimilar relations with stress and spirituality. The notion of separate constructs of positive and negative affect is empirically supported (Crawford & Henry, 2004) and commonly employed in the affect and coping literature (e.g, Giacobbi, Tuccitto, & Frye, 2007;Molnar, Reker, Culp, Sadava, & DeCourville, 2006). ...
Recent research has explored many aspects of affective well-being, including depressive symptoms, positive and negative affect. The present study sought to contribute to this line of inquiry by investigating the role of life stress, spiritual life integration (SLI), and social justice commitment (SJC) in predicting affective well-being. Participants were 136 undergraduate students with a mean age of 18.82 (SD = 1.07), and age range of 17-22. Participants completed a questionnaire packet including the Undergraduate Stress Questionnaire (USQ), Beck Depression Inventory (BDI), Positive and Negative Affect Scale (PANAS), and Spiritual Involvement Scale which includes SLI and SJC subscales. In line with previous findings, life stress significantly predicted negative affect and depressive symptoms in hierarchical regression analyses. Contrary to previous research, SLI did not predict any aspect of affective well-being. Finally, SJC significantly predicted positive affect, negative affect, and depressive symptoms. Interpretations, implications, limitations, and future research are discussed.
... Mood state was evaluated with the Positive and Negative Affect Scale (PANAS); a 20item self-report measure of positive and negative affect (32) and this measure has been used with college samples (7,14,32). Both positive and negative affect were assessed with 10-items each. ...
Ormsbee MJ, Kinsey AW, Chong M, Friedman HS, Dodge T, Fehling PC. The Influence of High Intensity Interval Training on the Salivary Cortisol Response to a Psychological Stressor and Mood State in Non-Sedentary College Students. JEPonline 2013;16(1):105-116. High-intensity interval training (HIIT) has been reported to induce similar physiological adaptations associated with endurance training but in less time. However, the influence of short-term HIIT on salivary cortisol (in response to a psychological stress) and mood state has not been evaluated. The present study examined the effects of progressive HIIT (10 days of training over 2 wks, progressing from 0 to 8 HIIT intervals) on a cycle ergometer on salivary cortisol (in response to stress) and mood state. Twenty two, non-sedentary, college students were randomly assigned to either a HIIT group (n=12) or a no exercise control group (n=10). Psychological stress was induced by a public speaking task (5-min speech) before and after the training intervention. No significant changes in salivary cortisol concentrations (in response to the stressor) or mood state were present after progressive HIIT. Ten sessions of progressive HIIT is an insufficient amount of time to observe changes in salivary cortisol concentrations in response to psychological stress or mood state in non-sedentary, college students. Future studies should address different types of populations including sedentary and highly active individuals to understand if HIIT can effectively improve stress responses and mood state similarly to other types of training.
... Fehlende Unterstützung und Zeitmangel bei der Orientierung im System Universität sowie der Strukturwandel an deutschen und österreichischen Hochschulen (Bachelor-und Masterstudiengänge) führen bei den Studierenden zu Verunsicherungen [18]; Zweifel an der eigenen Kompetenz können daraus folgen [11]. Derartige Aspekte werden von vielen Studierenden als Stressoren wahrgenommen [8]. Gesundheitsförderung an Universitäten -ein bisher vernachlässigtes Thema in Österreich [6,20] ...
Hintergrund
Die vorliegende Studie untersucht das Kohärenzgefühl von Studierenden im Setting „Universität“ sowie deren subjektiv wahrgenommene Lebensqualität.
Methoden
Ein bestehendes Instrument zur Erhebung des Kohärenzgefühls bei universitären MitarbeiterInnen wurde für Studierende adaptiert und gemeinsam mit einem Fragebogen zur subjektiven Lebensqualität 191 Studierenden an einer österreichischen Universität vorgelegt.
Ergebnisse
Die konfirmatorische Faktorenanalyse belegt die Dreidimensionalität der Skala zum Kohärenzgefühl von Studierenden (GFI=0,091). Der „Students‘ Sense of Coherence“ (S-SoC) hat signifikante Effekte auf die Lebensqualität.
Schlussfolgerung
Die Bewältigbarkeit und Sinnhaftigkeit von universitären Ereignissen sind mit dem Befinden der Befragten assoziiert. Gesundheitsförderung sollte daran setzen, klare Strukturen und mehr Mitsprachemöglichkeiten für Studierende zu schaffen.
Background
This study examined the sense of coherence (SOC) of students, especially for those in the university setting, as well as their perceived quality of life.
Methods
A questionnaire that assesses SOC of university staff was adapted for students; 191 students at an Austrian university answered these items and questions regarding their quality of life.
Results
Confirmatory factor analysis supported the three-dimensionality of the“Students’ SoC” scale, which showed significant effects regarding the students’ quality of life.
Conclusion
The manageability and meaningfulness of university events is associated with respondents’ well-being. Health promotion should implement interventions that ensure well-defined structures and more codetermination and participation for students.
... Abstract Attending a part-time study programme offers the opportunity for personal and professional development, but it is also associated with manifold strains. A lack of social support, missing time for the orientation in the universitary system (Giacobbi, Tuccitto & Frye, 2007) and finding a balance between work, study and family commitments (Evans, Brown, Timmins & Nicholl, 2007) ...
Berufsbegleitend zu studieren bietet einerseits die Möglichkeit, sich beruflich und persönlich weiterzuentwickeln, ist andererseits aber mit zahlreichen Belastungen assoziiert. Fehlende Unterstützung, Zeitmangel bei der Orientierung im System Hochschule (Giacobbi, Tuccitto & Frye, 2007) sowie die Vereinbarkeit von Arbeit, Studium und familiären Verpflichtungen (Evans, Brown, Timmins & Nicholl, 2007) sind wesentliche Stressoren. Im Zuge des berufsbegleitenden Studiums Gesundheits- und Pflegemanagement (Fachhochschule Kärnten, Studienbereich Gesundheit und Pflege) ist das Thema Gesundheitsförderung aus zweierlei Sicht von hoher Relevanz: Einerseits soll Gesundheitsförderung für Studierende umgesetzt werden, andererseits stellt Gesundheitsförderung einen integralen Bestandteil des Curriculums dar.
... Fehlende Unterstützung und Zeitmangel bei der Orientierung im System Universität sowie der Strukturwandel an deutschen und österreichischen Hochschulen (Bachelor-und Masterstudiengänge) führen bei den Studierenden zu Verunsicherungen [18]; Zweifel an der eigenen Kompetenz können daraus folgen [11]. Derartige Aspekte werden von vielen Studierenden als Stressoren wahrgenommen [8]. Gesundheitsförderung an Universitäten -ein bisher vernachlässigtes Thema in Österreich [6,20] ...
Background
This study examined the sense of coherence (SOC) of students, especially for those in the university setting, as well as their perceived quality of life.
Methods
A questionnaire that assesses SOC of university staff was adapted for students; 191 students at an Austrian university answered these items and questions regarding their quality of life.
Results
Confirmatory factor analysis supported the three-dimensionality of the“Students’ SoC” scale, which showed significant effects regarding the students’ quality of life.
Conclusion
The manageability and meaningfulness of university events is associated with respondents’ well-being. Health promotion should implement interventions that ensure well-defined structures and more codetermination and participation for students.
... The influence of affect could be related to achievement goals (Pekrun et al., 2009) and might be used to sustain motivation (Armitage, 2008). However, further research should look into the role of affect in more detail linking it with appraisal (Higgins, 2006), for example, to see whether exams are appraised as a challenge or a threat by students (Giacobbi, Tuccitto, & Frye, 2007). This could lead to the development of new methods to foster students' positive affect and to help them appraise events in a positive way through manipulation of the learning environment. ...
We investigated the influence of music during learning on the academic performance of undergraduate students, and more particularly the influence of affects induced by music. Altogether 249 students were involved in the study, divided into a control group and an experimental group. Both groups attended the same videotaped lecture, with the addition of classical music for the experimental group. Just after the lecture, both groups had to fill out a multiple choice questionnaire (MCQ) aimed to assess their learning during the lecture. The MCQ score of the experimental group was significantly higher than that of the control group. Affect just before the exam predicted significantly the MCQ-score, however music accounted for an additional part of variance. The effect of music on academic performance is not only about affects, and further research should investigate the underlying mechanisms resulting from a change in the perception of the learning environment.
... Academic performance is commonly assessed by exams, which usually constitutes a stressful experience for students (Endler, Kantor, & Parker, 1994), and thus, offers a good example to test the functioning of cognition with affect. If stress related to exams is appraised as a threat, it could impair further academic performance (Giacobbi, Tuccitto, & Frye, 2007). As trait EI can help to appraise the stressful event as a challenge rather than as a threat (Mikolajczak & Luminet, 2008) and to regulate the stressful emotions (Biggart, Corr, O'Brien, & Cooper, 2010), it is expected to lead to a better academic outcome. ...
This study was aimed to explore the influence of trait emotional intelligence (Trait EI) and of preference for intuition (PID-I) and deliberation (PID-D) on short-term academic performance (i.e. an experimental task involving learning and decision-making). We recruited 219 sport science freshman students (168 males and 51 females). They had to watch a 45 min videotaped lecture followed by a multiple choice questionnaire (MCQ), which was aimed to assess their comprehension. Moreover, they had to fill out the PANAS (before and after the lecture), the TEIQue and the PID. We found that: (1) trait EI predicted significantly positively the MCQ-Score; (2) PID-D predicted significantly positively positive affect (PA) before and after the exam; (3) trait EI predicted significantly negatively negative affect (NA) before and after the exam; (4) PID-I predicted significantly positively NA before and after the exam. Findings supported the idea that trait EI plays a role in academic performance, certainly with stress appraisal, but the influence of intuition on the MCQ-Score was not confirmed. Interesting findings about the links between the PID and affect are discussed.
... These results may be due to the possibility that individuals who interpret a sport competition to be threatening to their goals do not have the potential resources to cope with anticipated stressors which could ensue in compromised well-being. Overall, the results are consistent with theoretical predictions and past findings (e.g., Giacobbi et al., 2007;Lazarus, 1999;Ntoumanis & Biddle, 1998) and imply that how participants appraise sport competition is a key determinant of the degree of well-being experienced by athletes. ...
Grounded in the 2x2 achievement goal framework (Elliot & McGregor, 2001), a model was tested examining the hypothesized relationships between approach and avoidance (mastery and performance) goals, challenge and threat appraisals of sport competition, and positive and negative indices of well-being (i.e., self-esteem, positive, and negative affect). A further aim was to determine the degree to which the cognitive appraisals mediated the relationship between the four achievement goals and the indicators of athletes' welfare. Finally, measurement and structural invariance was tested with respect to gender in the hypothesized model. An alternative model was also estimated specifying self-esteem as an antecedent of the four goals and cognitive appraisals. Four hundred and twenty-four team sport participants (Mage=24.25) responded to a multisection questionnaire. Structural equation modeling analyses provided support for the hypothesized model only. Challenge and threat appraisals partially mediated the relationships observed between mastery-based goals and the well-being indicators. Lastly, the hypothesized model was found to be invariant across gender.
Background
Considering that college student-athletes spend a lot of time attending to academic and athletic tasks, their well-being can be compromised. Published literature on the impact of time demands on the well-being of college student-athletes is limited. Hence, the scholarly place of the current study is warranted.
Objective
This research investigated the effects of academic time use and athletic time use on the subjective, emotional, and physical well-being of college student-athletes.
Methods
A subset of the NCAA GOALS data, which included 5,042 student-athletes, was utilized. Two research questions were examined: (1) to what extent does academic time use predict subjective, emotional, and physical well-being? and (2) to what extent does athletic time use predict subjective, emotional, and physical well-being? and (2) to what extent does athletic time use predict subjective, emotional, and physical well-being? A series of two-step hierarchical regression analyses were performed. Race, gender, and NCAA division level were used as control variables.
Results and Discussion
Results revealed that academic time use is a significant positive predictor of subjective well-being. Moreover, athletic time use is also a significant predictor of all well-being indicators. It positively predicted subjective well-being but negatively predicted emotional and physical well-being.
Conclusion
Our findings showed that both academic and athletic time utilizations are significant predictors of subjective well-being but in varying directions.
Today, depression is considered one of the most important problems among adolescents. The present study aimed to evaluate the rate of depression among adolescents based on their catastrophic cognitions and self-efficacy with the mediating role of academic stress. This descriptive-correlational study was conducted on adolescents aged 13-19 years in Qods town, located in Tehran province, Iran. In total, 790 students (390 boys and 400 girls) were selected by cluster sampling. Data were collected using three questionnaires of depression in children (Kovacs and Beck, 1977), self-efficacy in adolescents (Morris, 2001) and educational stress (Stigma and Hwan, 2006). The results of structural equation modelling analysis showed the theoretical model to be engaged in the model including different variables, such as academic stress, which could act as a mediating variable associated with catastrophic cognition and self-efficacy with depression, that was most appropriately fitted to the data (df/S–Bχ2=2/51, CFI=0/98, GFI=0/97, RMSEA=0/045). Moreover, all the direct and indirect paths to predict depression in adolescents were diagnosed in this model. The findings of the present study demonstrated that personal and environmental factors could be variably and directly involved in adolescent depression.
Introducción:
Cuando los jóvenes ingresan a la universidad, desean alcanzar una serie de objetivos entre los cuales se encuentran: aprobar las asignaturas, obtener buenas calificaciones, graduarse, etc. Al ir cumpliendo cada una de estas metas, experimentan una serie de emociones, por ejemplo: alegría, gozo, satisfacción, felicidad, entre otras. Estas pueden llegar a tener una gran influencia en su desempeño académico, y con ello contribuir a que tengan una trayectoria escolar constante y regular. Así, contrastan con sus compañeros que no logran alcanzar las metas que se propusieron al ingresar a la educación superior, y que experimentan emociones como enojo, vergüenza, aburrimiento y desesperanza. Los objetivos de la investigación fueron comparar y correlacionar las emociones y estrategias de afrontamiento al considerar los diferentes grupos: hombres, mujeres, con reprobación y sin reprobación, cuando aprueban un examen que consideran difícil.
Método:
Se utilizaron la “Escala de Emociones cuando apruebas” y la “Escala de Estrategias de Afrontamiento cuando repruebas”. Los participantes fueron 1,057 estudiantes universitarios; 49.3 % sin reprobación y 50.7 % con reprobación.
Resultados:
Las mujeres reportaron intensidad en las emociones positivas, de compromiso, negativas, narcisistas y de relajamiento; en las estrategias de afrontamiento, reportaron medias más altas en las de orgullo y de perfeccionamiento. Por su lado, los hombres predominaron en emociones contradictorias y de recompensa. La correlación más alta en ambos grupos fue entre las emociones de compromiso y las estrategias de afrontamiento de perfeccionamiento, sobre todo en aquellos sin reprobación; otras correlaciones para este grupo fueron entre las estrategias de perfeccionamiento y las emociones positivas y de relajamiento. Para el segundo grupo, se apreciaron correlaciones entre estrategias de perfeccionamiento y emociones narcisistas.
Discusión:
Presentar un examen que se considera difícil es una situación estresante para los estudiantes universitarios. Cuando reciben las evaluaciones y se enteran de que han aprobado, emociones positivas y de compromiso son las primeras en manifestarse ante el logro alcanzado. Sin embargo, también aparecen emociones negativas como tristeza, indiferencia, conformismo, etc., en contradicción ante un evento que es el resultado de un esfuerzo. Sentir emociones narcisistas como el placer y el orgullo cuando se ha aprobado un examen que se considera difícil pareciera más congruente; aunque es necesario que los estudiantes trasciendan esa etapa, ya que pueden correr el riesgo de cesar el esfuerzo que se ha venido realizado.
Context:
The mental health benefits of physical activity are well established. However, less is known about whether the relationship between physical activity and mental health is consistent across different life domains. It is important to understand how context may influence the relationship between physical activity and mental health so that interventions and policy guidelines can be tailored to maximize positive effects.
Evidence acquisition:
In 2015, systematic searches of four databases identified 13,435 records, of which 98 studies met the inclusion criteria.
Evidence synthesis:
Included studies were published between 1988 and 2015 and had a combined sample size of 648,726. Of the 98 included studies, 93 examined leisure-time physical activity, 14 examined work-related physical activity, 15 examined transport physical activity, 16 examined household physical activity, three examined school sport, and three examined physical education. Multi-level meta-analyses showed that leisure-time physical activity (r =0.13) and transport physical activity (r =0.13) both had a positive association with mental health. Leisure-time physical activity (r = -0.11) and school sport (r = -0.09) both had an inverse association with mental ill-health. However, physical activity was not consistently associated with lower mental ill-health across domains, as work-related physical activity was positively associated with mental ill-health (r =0.09). Household physical activity and participation in physical education had no relationship with mental health or mental ill-health.
Conclusions:
The domain in which physical activity occurs influences the relationship between physical activity and mental health and should, therefore, be considered when developing interventions, treatment programs, and policy guidelines.
Bu çalışmanın amacı, Serbest Zaman Egzersiz Anketi’nin Adolesan çağı öğrencilerinde geçerlik güvenirlik çalışmasını yapmaktır. Örneklem iki gruptan oluşmakta, birinci grup; güvenirlik için yapılan test-re-test için 100 öğrenciden, ikinci grup Açımlayıcı Faktör analizi uygulanan 9.-12. sınıflarda okuyan 13-19 yaş arası 527 kız, 386 erkek toplam 913 öğrenciden oluşmaktadır. Veri toplama aracı olarak bireylerin serbest zaman içerisinde egzersiz aktifliğini ölçmek amacı ile Godin ve Shephard tarafından geliştirilen ve Yerlisu Lapa ve Yağar tarafından yetişkin bireylerde Türkçe uyarlama çalışması yapılan “Serbest Zaman Egzersiz Anketi” kullanılmıştır. Açımlayıcı faktör analizi sonucunda madde korelasyonlarının .74, .81 ve .48 olduğu ve toplam varyansın %47 oranında açıklandığı saptanmıştır. Güvenirlik korelasyon katsayısı anketin geneline ilişkin .94, anketin sorularına ilişkin ise .90, .93 ve .85 olarak hesaplanmıştır. Kriter geçerliliğinde kız ve erkek öğrencilerin skorları arasında erkek öğrencilerin lehine anlamlı bir fark bulunmuştur. Sonuç olarak; serbest zaman egzersiz anketi adolesan çağı öğrencilerinde serbest zamandaki egzersiz düzeylerini belirlenmede geçerli ve güvenilir bir anket olduğu söylenebilir.
Bu çalışmanın amacı, Serbest Zaman Egzersiz Anketi’nin adolesan çağı öğrencilerinde geçerlik güvenirlik çalışmasını yapmaktır. Örneklem iki gruptan oluşmakta, birinci grup; güvenirlik için yapılan test-re-test için 100 öğrenciden, ikinci grup Açımlayıcı Faktör analizi uygulanan 9.-12. sınıflarda okuyan 13-19 yaş arası 527 kız, 386 erkek toplam 913 öğrenciden oluşmaktadır. Veri toplama aracı olarak bireylerin serbest zaman içerisinde egzersiz aktifliğini ölçmek amacı ile Godin ve Shephard tarafından geliştirilen ve Yerlisu Lapa ve Yağar tarafından yetişkin bireylerde Türkçe uyarlaması yapılan “Serbest Zaman Egzersiz Anketi” kullanılmıştır. Açımlayıcı faktör analizi sonucunda madde faktör yüklerinin .74, .81 ve .48 olduğu ve toplam varyansın % 48 oranında açıklandığı saptanmıştır. Güvenirlik korelasyon katsayısı anketin geneline ilişkin .94, anketin sorularına ilişkin ise .90, .93 ve .85 olarak hesaplanmıştır. Ayırt edici geçerlikte kız ve erkek öğrencilerin skorları arasında erkek öğrencilerin lehine anlamlı bir fark bulunmuştur. Sonuç olarak; serbest zaman egzersiz anketi adolesan çağı öğrencilerinde serbest zamandaki egzersiz düzeylerini belirlenmede geçerli ve güvenilir bir anket olduğu söylenebilir.
Recent changes in the economy have altered both the internal and external operations of organizations. In response to the economic downturn, organizations have been forced to dramatically change their work practices and processes. Such practices inevitably create concern for employees as resources become more scarce, rewards and processes become more uncertain, and the marketplace becomes more competitive. To avoid these stressful situations and survive within their organizations, workers have to become more flexible and responsive. However, the specific ways in which the economic downturn will affect worker wellbeing has yet to be determined. In this chapter, we propose an integrative model of the politics- stress relationship and demonstrate the key role played by economic conditions.
Two experiments were carried out to clarify whether the relation between primary appraisal, outcome expectancies and self-efficacy (Experiment 1) or self-confidence (Experiment 2) are interactive or additive when determining perceived stress level. This was tested in two threatening moments of the academic examination stress process: the anticipatory stage, when preparing for it (Experiment 1); and the after-exam stage, when waiting for the grade (Experiment 2). For both studies 29 cards were designed representing different exam scenarios, and perceived stress level was measured for each card. The analysis of variance shows that students combine information about primary appraisal and outcome expectancies additively, and information about outcome expectancies and self-efficacy (Experiment 1) or self-confidence (Experiment 2) interactively. The combination of primary appraisal and self-efficacy (Experiment 1) is interactive, and that of primary appraisal and self-confidence (Experiment 2) is additive. The findings suggest that distinguishing outcome expectancies from self-efficacy or self-confidence is necessary to understand the appraisal process underlying examination stress judgments.
Ormsbee MJ, Kinsey AW, Chong M, Friedman HS, Dodge T, Fehling PC. The Influence of High Intensity Interval Training on the Salivary Cortisol Response to a Psychological Stressor and Mood State in Non-Sedentary College Students. JEPonline 2013;16(1):105-116. High-intensity interval training (HIIT) has been reported to induce similar physiological adaptations associated with endurance training but in less time. However, the influence of short-term HIIT on salivary cortisol (in response to a psychological stress) and mood state has not been evaluated. The present study examined the effects of progressive HIIT (10 days of training over 2 wks, progressing from 0 to 8 HIIT intervals) on a cycle ergometer on salivary cortisol (in response to stress) and mood state. Twenty two, non-sedentary, college students were randomly assigned to either a HIIT group (n=12) or a no exercise control group (n=10). Psychological stress was induced by a public speaking task (5-min speech) before and after the training intervention. No significant changes in salivary cortisol concentrations (in response to the stressor) or mood state were present after progressive HIIIT. Ten sessions of progressive HIIT is an insufficient amount of time to observe changes in salivary cortisol concentrations in response to psychological stress or mood state in non-sedentary, college students. Future studies should address different types of populations including sedentary and highly active individuals to understand if HIIT can effectively improve stress responses and mood state similarly to other types of training.
INTRODUCCIÓN En la actualidad, el estudio de la persona está tomando un giro hacia lo positivo. Así, el bienestar es entendido como una variable en sí misma y se está comenzando a medir o evaluar constructos con connotaciones afectivas positivas. Esta nueva concepción se centra en las fortalezas humanas y el funcionamiento óptimo en vez en el estudio de las carencias y del mal funcionamiento de las personas 1 . El estudio que se presenta es un acercamiento a esta visión del protagonista de la comunidad universitaria: el estudiante. Se pretende producir un conocimiento útil que pueda aplicarse para conocer, potenciar y mejorar la salud de los universitarios a través de la evaluación de las variables personalidad afectiva positiva (PA), inteligencia emocional (IE) y engagement, variables de bienestar que sin duda beneficiaran a los futuros profesionales de la disciplina enfermera. PERSONALIDAD AFECTIVA En cuanto a la personalidad, no se conoce en el cerebro, al menos por ahora, un área determinada. "…tal vez la personalidad sea la expresión lingüística que utilizamos para definir la interacción que se produce entre las distintas zonas cerebrales que nos caracteriza por un determinado rasgo de comportamiento" 2 . La investigación ha constatado que el efecto de las emociones y los estados de ánimo sobre la cognición y la conducta de las personas es amplio 3 . En concreto, numerosos trabajos 4,5 señalan que las emociones y los estados de ánimo sesgan nuestras decisiones y juicios en la dirección del estado emocional en que nos encontremos. Las personas evaluamos constantemente diferentes tipos de actividades o situaciones y el hecho de que las consideremos como positivas o como negativas depende de nuestro estado emocional actual 2 . En el modelo bifactorial del afecto, Watson y Tellegen (1985), establecen que el afecto positivo y negativo no representan dimensiones con alta correlación negativa entre sí, sino que constituyen dos dimensiones diferentes de afecto y por lo tanto no correlacionadas 6 . El afecto positivo (PA) refleja el punto hasta el cual una persona se siente entusiasta, activa, alerta, con energía y participación gratificante. El afecto negativo (NA) representa una dimensión general de distrés subjetivo y participación desagradable que incluye una variedad de estados emocionales aversivos como disgusto, miedo, ira, culpa y nerviosismo 7 . Estas dos dimensiones principales del afecto pueden ser válidamente conceptuadas, bien como estados afectivos o bien como disposiciones personales de las emociones más o menos estables.
Aktiviti fizikal yang kerap seperti senaman mempunyai implikasi yang baik terhadap kehidupan seharian kita terutamanya dalam aspek kesihatan dan pengurusan stres. Kajian ini adalah bertujuan untuk mengkaji kesan program senaman aerobik dengan protokol yang ditetapkan ke atas aras penanda tekanan terpilih di kalangan pelajar universiti semasa musim peperiksaan akademik. Lapan belas (n=18) mahasiswa tidak terlatih, dipadankan dengan umur dan BMI, telah dibahagikan kepada 2 kumpulan iaitu kumpulan intervensi (n=10) dan kawalan (n=8). Kumpulan intervensi menjalani senaman jenis aerobik berintensiti sederhana (60-75% daripada kadar denyut jantung maksimum), 3 kali seminggu selama 40-50 minit untuk setiap sesi selama 6 minggu. Darah vena diambil pada sebelum program senaman bermula (M1) dan selepas program senaman berakhir (M2) iaitu dalam minggu pertama musim peperiksaan. Kecergasan kardiorespiratori dan status stres psikologi diukur sebelum kedua- dua sesi pengambilan darah. Analisis biokima dijalankan untuk melihat aras malondialdehid (MDA) plasma dan kortisol serum. Hasil kajian menunjukkan bahawa program senaman selama 6 minggu ini telah merangsang penurunan aras MDA yang signifikan (F=19.58, p=0.002) semasa minggu peperiksaan berbanding aras sebelum program senaman bermula. Kumpulan intervensi juga menunjukkan aras MDA yang lebih rendah (t=-0.42, p=0.001) berbanding kumpulan kawalan semasa menduduki minggu peperiksaan. Walaubagaimanapun, tiada perbezaan yang signifikan pada aras kortisol dalam kedua-dua kumpulan walaupun terdapat penurunan yang sedikit pada kumpulan intervensi semasa minggu peperiksaan. Kajian ini mencadangkan bahawa program senaman yang dijalankan mampu dijadikan sebagai strategi yang berkesan untuk membantu pelajar menghadapi stres terutamanya sewaktu sesi akademik yang memberatkan.
This review examines possi-ble relationships between academic per-formance and participation in sports, physical education, and other forms of physical activity. Recent fundamen-tal research has reignited interest in the effects of physical activity on cognitive processes. Experimental studies of poten-tial mediating variables point to physio-logical influences such as greater arousal and an increased secretion of neurotro-phins and psychosocial influences such as increased self-esteem and connectedness to schools. In the specific case of sports, experimental studies are limited to dem-onstrations of greater attention and acute gains of mental performance immedi-ately following such activity. Several qua-si-experimental studies of other types of physical activity have been completed, mainly in primary school students; these have found no decrease in aca-demic performance despite a curtail-ing of the time allocated to the teaching of academic subjects. Indeed, in some cases, experimental students under-taking more physical activity have out-performed control students. Many investigators have looked at cross-sectional associations between par-ticipation in sport or other forms of physical activity and academic perfor-mance. Despite difficulties in allowing for confounding variables, particu-larly socioeconomic status, the overall conclusion has been of a weak positive association. From the practical point of view, it can be concluded that the physical activity needed for healthy child development can be incorporated into the school curriculum without det-riment to academic achievement.
The assessment of positive affect (PA) and negative affect (NA) by means of the Positive Affect and Negative Affect Schedule has received a remarkable popularity in the social sciences. Using a meta-analytic tool—namely, reliability generalization (RG)—population reliability scores of both scales have been investigated on the basis of a random effects model in 147 studies. Correcting for measurement errors, the results demonstrate moderate to high internal consistency coefficients and variations of the PA and NA reliability scores with regard to time frame instructions, language of items, and sample characteristics. The percentage of PA and NA true score variance differs in subpopulations up to 11%. RG analysis of test–retest coefficients illustrates state-like fluctuations and trait-like stability of both scales. Calculations of the fail-safe number point at the robustness of the results. Applications of RG coefficients compared to single-study coefficients highlight the relevance of population coefficients for research and assessment situations.
Consider a study in which 2 groups are followed over time to assess group differences in the average rate of change, rate of acceleration, or higher degree polynomial effect. In designing such a study, one must decide on the duration of the study, frequency of observation, and number of participants. The authors consider how these choices affect statistical power and show that power depends on a standardized effect size, the sample size, and a person-specific reliability coefficient. This reliability, in turn, depends on study duration and frequency. These relations enable researchers to weigh alternative designs with respect to feasibility and power. The authors illustrate the approach using data from published studies of antisocial thinking during adolescence and vocabulary growth during infancy.
This study describes diurnal variations in feeling states in 84 women as a function of involvement in physical activity. Women completed feeling state checklists before and after bouts of vigorous physical activity that lasted a minimum of 20 min and on a stratified random-sampling protocol in response to a stimulus from an electronic pager. Participants self-reported the date, the time of day, the stimulus for responding, their current feeling states, and their ongoing activity. A total of 7,295 complete mood and activity reports were recorded in response to pager calls that were further coded into experience samplings that occurred on a nonexercise day, prior to exercise on an exercise day, and following exercise on an exercise day. Multilevel modeling analyses showed that in samplings recorded following exercise on exercise days, positive engagement, revitalization, and tranquility were elevated in comparison with predicted diurnal patterns.
Top-down and bottom-up approaches were combined to assess the relative impact of extraversion, neuroticism, and daily events on daily mood. Ninety-six community-residing men completed diaries for 8 consecutive nights. Extraversion predicted positive mood, whereas neuroticism predicted positive and negative mood. Undesirable events predicted negative mood and, more modestly, positive mood. Desirable events predicted positive mood. Negative dispositional and situational factors play a larger role in daily positive affect than positive factors do in daily negative affect.
This field study used experience sampling procedures to examine the relationship of feeling states and affect to acute bouts of physical activity in women. Participants (N = 86) completed brief affect and feeling state measures (a) in response to random stratified pager tones and (b) before and after acute bouts of vigorous physical activity for 6 weeks. Analysis of averaged difference scores revealed that acute vigorous physical activity was associated with significant improvements in affect and feeling states, particularly in feelings of revitalization. Moreover, within-subject analyses indicated that the effects were moderated by preactivity scores, with the greatest improvements seen when women felt worst before activity.
This study investigated the hypothesis that the effects of acute aerobic exercise on feeling states may be influenced by the objective dose of activity, subjective responses during exercise, and preexisting levels of feeling states. College-age women (N = 80) completed baseline measures and were then randomly assigned to 1 of 4 conditions: attention control for 10 min, or exercise for 10 min, 25 min, or 40 min. Levels of exertion and affect were assessed during exercise, and posttesting occurred 20 min following activity. Exercise enhanced revitalization in comparison with the control condition; however, this effect occurred only for participants scoring low to moderate on the pretest. In addition, in-task feeling states predicted postexercise revitalization even after we controlled for the treatment, the pretest, and the Pretest × Treatment interaction.
In recent studies of the structure of affect, positive and negative affect have consistently emerged as two dominant and relatively independent dimensions. A number of mood scales have been created to measure these factors; however, many existing measures are inadequate, showing low reliability or poor convergent or discriminant validity. To fill the need for reliable and valid Positive Affect and Negative Affect scales that are also brief and easy to administer, we developed two 10-item mood scales that comprise the Positive and Negative Affect Schedule (PANAS). The scales are shown to be highly internally consistent, largely uncorrelated, and stable at appropriate levels over a 2-month time period. Normative data and factorial and external evidence of convergent and discriminant validity for the scales are also presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)
This study investigated 3 broad classes of individual-differences variables (job-search motives, competencies, and constraints) as predictors of job-search intensity among 292 unemployed job seekers. Also assessed was the relationship between job-search intensity and reemployment success in a longitudinal context. Results show significant relationships between the predictors employment commitment, financial hardship, job-search self-efficacy, and motivation control and the outcome job-search intensity. Support was not found for a relationship between perceived job-search constraints and job-search intensity. Motivation control was highlighted as the only lagged predictor of job-search intensity over time for those who were continuously unemployed. Job-search intensity predicted Time 2 reemployment status for the sample as a whole, but not reemployment quality for those who found jobs over the study's duration. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Cognitive appraisal theories of stress and emotion propose that cognitive appraisals precede physiological responses, whereas peripheralist theories propose that physiological arousal precedes cognitive processes. Three studies examined this issue regarding threat and challenge responses to potential stress. Study 1 supported cognitive appraisal theory by demonstrating that threat and challenge cognitive appraisals and physiological responses could be elicited experimentally by manipulating instructional set. Studies 2 and 3, in contrast, found that manipulations of physiological response patterns consistent with challenge and threat did not result in corresponding changes in cognitive appraisal. Appraisals in Study 3, however, were related to subjective pain independent of the physiological manipulation. These studies suggest a central role for cognitive appraisal processes in elicitation of threat and challenge responses to potentially stressful situations. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The applicability of R. S. Lazarus and S. Folkman's (1984) cognitive appraisal model of stress was examined in 3 laboratory experiments involving the repeated performance of active (Studies 1, 2, and 3) and passive (Study 3) coping stress tasks (P. A. Obrist, 1981). Threat appraisals of upcoming coping tasks were positively related to Ss' self-reported task stress. Cardiac reactivity during active coping stressors was related positively to challenge appraisals and negatively to threat appraisals. Vascular reactivity, however, was related positively to threat appraisals and negatively to challenge appraisals. During passive coping stressors, cardiac and skin conductance reactivity were related positively to threat appraisals. The fractionation of self-report and physiological measures during active coping was interpreted in terms of energy mobilization and effort. The implications for the use of physiological measures as indicators of stress are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Objectives: To assess within-subject associations between daily life events, positive and negative mood states, and exercise and the moderating role of personality for the exercise/mood relationship.Design: Within-subjects daily repeated measures.Methods: College students (n=106) completed the NEO-FFI (The NEO-PI-R Personality Inventory: Professional Manual) and daily assessments of mood, exercise, and appraisals of daily events for eight consecutive days.Results: Results confirmed the hypotheses that increased levels of exercise would result in significant increases in positive mood states and reductions in negative mood. Even when positive and negative daily life events were controlled, significant associations between exercise and positive mood were observed. Also observed were significant reductions in negative mood when participants exercised more. However, these associations were not significant when daily events were controlled. Finally, aspects of personality were found to moderate the exercise/mood relationship, but these associations were generally small.
The relationship between exercise and anxiety has been extensively examined over the last 15 years. Three separate meta-analysis were conducted to quantitatively review the exercise-anxiety literature for state anxiety, trait anxiety and psychophysiological correlates of anxiety. Such a procedure allows tendencies of the research to be characterised. The results substantiate the claim that exercise is associated with reductions in anxiety, but only for aerobic forms of exercise. These effects were generally independent of both subject (i.e. age and health status) and descriptive characteristics. Numerous design characteristics were different, but these differences were not uniform across the 3 meta-analyses. For state anxiety, exercise was associated with reduced anxiety, but had effects similar to other known anxiety-reducing treatments (e.g. relaxation). The trait anxiety meta-analysis revealed that random assignment was important for achieving larger effects when compared to the use of intact groups. Training programmes also need to exceed 10 weeks before significant changes in trait anxiety occur. For psychophysiological correlates, cardiovascular measures of anxiety (e.g. blood pressure, heart rate) yielded significantly smaller effects than did other measures (e.g. EMG, EEG). The only variable that was significant across all 3 meta-analyses was exercise duration. Exercise of at least 21 minutes seems necessary to achieve reductions in state and trait anxiety, but there were variables confounding this relationship. As such, it remains to be seen what the minimum duration is necessary for anxiety reduction. Although exercise offers therapeutic benefits for reducing anxiety without the dangers or costs of drug therapy or psychotherapy, it remains to be determined precisely why exercise is associated with reductions in anxiety. Since several mechanisms may be operating simultaneously, future research should be designed with the idea of testing interactions between these mechanisms.
108 undergraduates completed a stress questionnaire in class 2 days before the midterm, 5 days after the midterm and 2 days before grades were announced, and 5 days after grades were announced. Results show that for Ss as a whole, there were significant changes in emotions and coping (including the use of social support) across the 3 stages. Some Ss experienced seemingly contradictory emotions and states of mind during every stage of the encounter; Ss experienced both threat emotions and challenge emotions, reflecting ambiguity regarding the multifaceted nature of the examination and its meanings (especially during the anticipatory stage). Ss used combinations of most of the available forms of problem-focused coping and emotion-focused coping at every stage. Problem-focused coping was more prominent in the anticipatory stage and distancing more prominent during the waiting stage. An analysis of selected appraisal and coping values, taking GPAs into account, explained about 48% of variance in threat and challenge emotions at the anticipatory stage. Including grade, 57% of the variance in positive emotions at outcome and 61% of negative emotions at outcome were explained. (49 ref)
The purpose of this study was to assess the concurrent validity of a simple self-report question to measure leisure time exercise behavior. Values of body fat (BF), maximum oxygen intake (V̇O2 max) and muscular endurance (ME) expressed in percentile of appropriate age and sex categories (Canadian Norms) were used as concurrent validity criteria for the self-report measure. BF, V̇O2 max and ME were respectively predicted from the Durnin and Womersley skinfold equation, the Astrand fitness test, and the maximum number of sit ups per minute. The three ANOVA tests showed significant mean differences between subjects classified as high and low BF (p < 0.01), V̇O2 max (p < 0.05) and ME (p < 0.01). We conclude that this simple self-report question has concurrent validity for the assessment of leisure time exercise behavior.
The reliability and concurrent validity of a simple questionnaire to assess leisure time physical activity has been investigated on 306 self-selected healthy adults of both sexes (163 M; 143 F). Values of body fat (BF) and maximum oxygen intake (VO2 max) expressed as percentiles of appropriate age and sex categories were used as criteria of validity for the questionnaire. BF and VO2 max were predicted from the Durnin and Womersley skinfold equations, and the laboratory version of the Canadian Home Fitness Test respectively. The strongest correlation was between VO2 max (percentile) and reported strenuous exercise (r = 0.35). The optimum discriminant function for VO2 max was based on a combination of reported strenuous and light activity. This yielded a correct 2-way classification of 69% of the subjects. A combination of sweat-inducing and moderate exercise yielded a correct 2-way classification of BF for 66% of subjects. The reliability coefficients for the optimum discriminant functions classifying VO2 max and BF were 0.83 and 0.85 respectively. We conclude that this simple instrument has potential value for the assessment of leisure time exercise behavior, offering the possibility of examining changes in behavior following the implementation of health and physical fitness promotion programmes in the community.
Top-down and bottom-up approaches were combined to assess the relative impact of extraversion, neuroticism, and daily events on daily mood. Ninety-six community-residing men completed diaries for 8 consecutive nights. Extraversion predicted positive mood, whereas neuroticism predicted positive and negative mood. Undesirable events predicted negative mood and, more modestly, positive mood. Desirable events predicted positive mood. Negative dispositional and situational factors play a larger role in daily positive affect than positive factors do in daily negative affect.
Numerous provocative studies on the psychological effects of aerobic fitness training are available today, and more are appearing almost on a daily basis. This book reviews and evaluates the research, and it asks and attempts to answer significant background questions: What are the various motivating factors that have contributed to the emergence of the national fitness movement? What are the public health considerations con- cerning the relationship between physical fitness and coronary heart disease? What exactly do we mean by "physical fitness," especially "aerobic" fitness? This book contains essential, in-depth data for everyone interested in the most solid and reliable information on the psychology of aerobic fitness.
To identify the most consistent relationships among psychological variables and physical activity in youth (ages 11-21 years), 20 articles on depression, anxiety, stress, self-esteem, self-concept, hostility, anger, intellectual functioning, and psychiatric disorders were reviewed. Physical activity was consistently related to improvements in self-esteem, self-concept, depressive symptoms, and anxiety/stress. The effect sizes were +.12, -.15, and -.38 for self-esteem/self-concept, stress/anxiety, and depression, respectively. The evidence for hostility/anger and academic achievement was inconclusive. No negative effects of physical activity were reported. The literature suggests that physical activity in youth is psychologically beneficial. More research is needed to confirm previous findings. Adolescents should engage in moderate or vigorous aerobic activity approximately three times per week for a total of at least 60 minutes per week.
This paper examined if 25 age-class swimmers (10-16 years of age) used a consistent coping style during three competitions and the training sessions in the one week period after the competitions. Eight coping categories were assessed for competitions within an one hour period following a race. The data was analyzed by calculating three variance components, person, situation, and person x situation (Morrow, 1989). The findings indicated a lack of coping consistency (high person x situation variance component) for most coping categories except active coping. Coping during the training sessions was assessed using 12 coping categories. The findings indicated that, in contrast to the competition data, many of the coping scales showed relative stability (low person x situation variance component). The findings suggest that age-class swimmers may exhibit different coping patterns across competition and training sessions. The discussion addresses various reasons for these differences including ego-involvement and measurement of coping.
We assessed within- and between-person associations among appraisals of daily life events, positive and negative affective states, and exercise behavior and the moderating role of personality for the exercise/affect relationship with individuals with physical disabilities. Forty-eight individuals with physical disabilities completed measures of personality and daily assessments of affect, exercise, and cognitive appraisals of life events for eight consecutive days. The results revealed that exercise behavior was associated with increased positive and decreased negative affect even when associations between daily events and affect were statistically controlled. Finally, aspects of personality, especially Neuroticism, significantly moderated the exercise/affect relationship for both positive and negative affect.
Change is constant in everyday life. Infants crawl and then walk, children learn to read and write, teenagers mature in myriad ways, and the elderly become frail and forgetful. Beyond these natural processes and events, external forces and interventions instigate and disrupt change: test scores may rise after a coaching course, drug abusers may remain abstinent after residential treatment. By charting changes over time and investigating whether and when events occur, researchers reveal the temporal rhythms of our lives. This book is concerned with behavioral, social, and biomedical sciences. It offers a presentation of two of today's most popular statistical methods: multilevel models for individual change and hazard/survival models for event occurrence (in both discrete- and continuous-time). Using data sets from published studies, the book takes you step by step through complete analyses, from simple exploratory displays that reveal underlying patterns through sophisticated specifications of complex statistical models.
A meta-analysis was conducted on 40 studies (76 effects) in order to examine exercise training as a method of stress-management treatment for adults. It offered evidence of a low-to-moderate positive effect in anxiety reduction. Exercise training studies that examined change from pre to post-treatment and studies that examined both change over time and between group differences were examined separately. The unbiased weighted average effect sizes were .45 and .36, respectively. Thus, exercise training improved anxiety levels an average of .36 standard deviations over alternative or control conditions. Adults who were more likely to have a stressful lifestyle benefited more from the exercise training than those who did not. Recommendations are made for both practice and research.
This laboratory experiment used random digit dialing procedures to recruit a community sample of physically inactive participants into a study that was designed to examine the impact of different intensities of acute aerobic exercise on feeling states. Sedentary men (n 5 36) and women (n 5 36) were randomly assigned to experience a single bout of aerobic exercise at one of three intensities (30%, 50%, 70% of HRR). Each participant attended two counterbalanced laboratory sessions, one involving an attention-control manipulation and the other involving aerobic exercise. Before and after each session, they completed a feeling state questionnaire. Data suggested that there were neither widespread mood-enhancing effects of acute exercise nor evidence for a strong dose-response relationship.
since the 1950s, data-based research on the topic of physical activity/fitness and anxiety reduction has been conducted / currently, some 29 reviews of this literature have been located / the purposes of the present review are to (a) discuss the general conclusions derived from these narrative and meta-analytic reviews, (b) examine the research evidence for some of the variables that reviewers have suggested as moderating the relationship between physical activity/fitness and anxiety reduction (i.e., duration and intensity of exercise needed to produce the effect), and (c) review literature on physical fitness and anxiety and the recent research literature since January 1989 on the effects of training on anxiety (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Surveyed 94 psychology undergraduate students to identify important sources and symptoms of stress. Ss completed a self-rated, 60-item questionnaire to identify perceived sources of stress and a 28-item scaled version of the General Health Questionnaire (GHQ). The most frequently reported sources of stress were fear of falling behind with coursework, finding the motivation to study, time pressures, financial worries, and concern about academic ability. These were consistent stressors in all 4 yrs of the course. A high level of psychological distress (as assessed by the GHQ) was found in comparison with other student groups. Female students reported higher levels of psychological distress than males. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A review of clinical, experimental, and field research on stress, together with the author's own research, provides the background for a theory that emphasizes the importance of cognitive processes. Harvard Book List (edited) 1971 #370 (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The effect of exercise on negative affect has been examined in hundreds of studies. However, the effect of exercise on diagnosed clinical depression has received far less attention. Furthermore, poor methodological techniques predominate and results have been conflicting. A meta-analysis was conducted to investigate the effect of exercise on clinical depression and depression resulting from mental illness. The 37 chosen studies (since 1996) examined the effect of a chronic exercise paradigm (independent variable) on depression (dependent variable). Each study's variables were coded: design, subjects, exercise, and dependent measure characteristics that could moderate the effect of exercise on depression. Moderator variables were analyzed using ANOVA. Results showed an overall mean effect of –.72. Therefore, individuals who exercised were –.72 of a standard deviation less depressed than individuals who did not exercise. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In the current paper we focus on the role of physical fitness in the life stress process for both psychological and physical well-being. The major research question posed in the current study is: Does physical fitness deter distress in a model containing the major components of the life stress process? That is, do individuals who exercise show higher levels of well-being than those that do not exercise? Is this relationship independent of the stress they experience and the resources they possess? Using data from a representative community sample, the current study finds that physical fitness is directly related to both psychological and physical distress. The more a person exercises, the less psychological and physical symptoms he or she manifests. Physical fitness is associated with decreased distress. This finding holds up, even when stressors and psychosocial resources are included in the model. While physical fitness was not found to mediate the effects of stressors on distress, there was some evidence of a moderating effect of fitness in the stressor–distress relationship, both for psychological and for physical distress. That is, fitness served to buffer the effects of stressors on both psychological and physical distress. In addition, physical fitness is associated with psychological resources that, in turn, are associated with lower levels of distress. The more a person exercises, the greater the self-esteem. Thus, in addition to directly deterring distress, physical fitness was found to have the potential to indirectly deter distress through its positive association with the level of psychological resources (i.e., self-esteem) that individuals possess. These and other findings are discussed in the context of the life stress paradigm. Implications for future stress research are presented. © 2004 Wiley Periodicals, Inc. J Comm Psychol 32: 81–101, 2004.
The emerging field of emotion regulation studies how individuals influence which emotions they have, when they have them, and how they experience and express them. This review takes an evolutionary perspective and characterizes emotion in terms of response tendencies. Emotion regulation is defined and distinguished from coping, mood regulation, defense, and affect regulation. In the increasingly specialized discipline of psychology, the field of emotion regulation cuts across traditional boundaries and provides common ground. According to a process model of emotion regulation, emotion may be regulated at five points in the emotion generative process: (a) selection of the situation, (b) modification of the situation, (c) deployment of attention, (d) change of cognitions, and (e) modulation of responses. The field of emotion regulation promises new insights into age-old questions about how people manage their emotions. (PsycINFO Database Record (c) 2013 APA, all rights reserved)
Background and purpose: The measurement of affect in the context of exercise is a controversial issue. The purpose of this paper is to provide a critical review of the relevant literature and to outline a conceptual framework that will serve as the basis for subsequent analysis.Methods: Four issues are discussed: (a) the distinctions between emotions, moods, and affect; (b) the strengths and weaknesses of categorical and dimensional models for conceptualizing affective phenomena; (c) the notion of ‘exercise-specific’ affect; and (d) whether measurement should be based on a deductive or an inductive approach.Results and conclusions: Arguments are presented in favor of (a) targeting basic affect as the appropriate object of assessment at the present stage of knowledge development; (b) adopting dimensional models because of their broad and balanced scope; (c) critically reconsidering the notion of ‘exercise-specific’ affect; and (d) using deductive methods for measuring affect.
Contemporary conceptual models of stress and coping are intricate systems formulations that depict adaptation as a dynamic, interactional process. The inherent complexity of these models presents conceptual and methodological challenges that make testing a complete model difficult. This article makes the case for a more microanalytic strategy for applied coping research that, by centering attention and available resources on selected high-frequency, high-stress problems, permits more conceptually sophisticated and clinically informative analyses. In this context, the prevailing conceptual models have heuristic value for organizing the holistic study of adaptational processes. The utility of the proposed strategy for the development of problem-specific systems models is illustrated using the example of treatment-induced sterility from research on cancer adaptation.
This study analyzes the ways 100 community-residing men and women aged 45 to 64 coped with the stressful events of daily living during one year. Lazarus's cognitive-phenomenological analysis of psychological stress provides the theoretical framework. Information about recently experienced stressful encounters was elicited through monthly interviews and self-report questionnaires completed between interviews. At the end of each interview and questionnaire, the participant indicated on a 68-item Ways of Coping checklist those coping thoughts and actions used in the specific encounter. A mean of 13.3 episodes was reported by each participant. Two functions of coping, problem-focused and emotion-focused, are analyzed with separate measures. Both problem- and emotion-focused coping were used in 98% of the 1,332 episodes, emphasizing that coping conceptualized in either defensive or problem-solving terms is incomplete- both functions are usually involved. Intraindividual analyses show that people are more variable than consistent in their coping patterns. The context of an event, who is involved, how it is appraised, age, and gender are examined as potential influences on coping. Context and how the event is appraised are the most potent factors. Work contexts favor problem-focused coping, and health contexts favor emotion-focused coping. Situations in which the person thinks something constructive can be done or that are appraised as requiring more information favor problem-focused coping, whereas those having to be accepted favor emotion-focused coping. There are no effects associated with age, and gender differences emerge only in problem-focused coping: Men use more problem-focused coping than women at work and in situations having to be accepted and requiring more information. Contrary to the cultural stereotype, there are no gender differences in emotion-focused coping.
This study investigated the hypothesis that the effects of acute aerobic exercise on feeling states may be influenced by the objective dose of activity, subjective responses during exercise, and preexisting levels of feeling states. College-age women (N = 80) completed baseline measures and were then randomly assigned to 1 of 4 conditions: attention control for 10 min, or exercise for 10 min, 25 min, or 40 min. Levels of exertion and affect were assessed during exercise, and posttesting occurred 20 min following activity. Exercise enhanced revitalization in comparison with the control condition; however, this effect occurred only for participants scoring low to moderate on the pretest. In addition, in-task feeling states predicted postexercise revitalization even after we controlled for the treatment, the pretest, and the Pretest x Treatment interaction.
In coronary patients, emotional disturbances in the sense of increased anxiety and depression have often been documented. Over the last years, there has been a growing interest in the effects of exercise on emotion. This meta-analysis, based on 13 to 15 studies on psychological effects of exercise programmes in coronary patients, showed a positive effect size both for anxiety (dmean = .3137) and depression (dmean = .4569). Nevertheless, these effect sizes have to be evaluated as less than medium by convention and in comparison to the effect size of psychotherapeutic interventions. The effect sizes on anxiety or depression were not related to methodological characteristics of the included studies, like duration of the exercise programme, time chosen for follow-up, publication year or use of control groups. But there was a significantly negative correlation between sample size and effect size. This might indicate a potential publication bias in the sense that significant rather than non-significant results may be published on small subject samples. We concluded that exercise programmes should not be considered the only treatment for emotional disturbances in coronary patients, but that they can be psychologically beneficial as an additional treatment component.
Ten commonly used physical activity questionnaires were evaluated for reliability and validity in 78 men and women aged 20-59, with varying physical activity habits. One month reliability was found to be high for all questionnaires except those pertaining only to the last week or month. Longer term test-retest reliability tended to be lower. Validity was studied in relation to treadmill exercise performance, vital capacity, body fatness, the average of 14 4-wk physical activity histories and the average of 14 2-d accelerometer readings. No questionnaire measure was correlated with the accelerometer reading, and correlations with vital capacity were generally low. Only the Minnesota Leisure Time Physical Activity Questionnaire household chores measure was correlated with habitual performance of household chores. Most questionnaires, even very simple ones, were related to performance of heavy intensity physical activity and treadmill performance; these same questionnaires tended to be related to percent body fat. Fewer questionnaires related to performance of light or moderate activity. Occupational activity was unrelated to any of the validation measures. It is concluded that there are multiple, nonoverlapping dimensions of physical activity, reflected in multiple nonoverlapping validation realms. More important than the length or attention to detail of a questionnaire seems to be the logic of its questions. Important areas of physical activity that should be addressed in future questionnaires include sleep, light, moderate and heavy intensity leisure activities, household chores, and occupational activity. Recent versus habitual activity should also be considered.
An attempt was made to determine if state anxiety responses following acute exercise are influenced by the intensity of exercise. Fifteen adults (5 female, 10 male) completed 20 minute sessions of bicycle ergometer exercise on separate days at intensities equal to 40, 60, or 70% VO2peak. Expired gas spirometry was employed to determine peak oxygen consumption and to control the workload during the submaximal protocols. State anxiety (STAI-Y1) was assessed prior to and following each exercise session, and 5, 60 and 120 minutes post-exercise. Repeated measures ANOVA revealed that state anxiety decreased (p < 0.05) following each exercise condition. Post hoc analysis indicated that state anxiety was significantly (p < 0.05) reduced at all post-exercise assessments in the 40 and 60% VO2peak conditions. State anxiety was elevated by 3.4 units at 5 minutes following exercise at 70% VO2peak, but decreased (p < 0.05) below baseline at 60 and 120 minutes post-exercise to a degree not different from the other exercise conditions. Further analysis indicated the increase in anxiety 5 minutes following 70% VO2peak exercise was significant only in subjects with low baseline state anxiety values, whereas it was unchanged in subjects with higher baseline values. In conclusion, 20-minute sessions of cycle ergometer exercise at intensities ranging from light to heavy were equally effective in reducing state anxiety in young, healthy adults. However, this reduction is delayed somewhat following exercise at a high intensity (i.e., 70% VO2peak).
The effects of academic examination stress on health behavior was assessed in university students. It was hypothesized that the anticipation of examinations would lead to increases in cigarette smoking and alcohol consumption, and to decreases in physical activity, and that effects would be particularly salient in students with low social supports. One hundred eighty students were divided into exam-stress (51 women, 64 men) and control (49 women, 16 men) groups, and were assessed at baseline and then within 2 weeks of exams, or an equivalent point for the control group. Perceived stress, emotional well-being and health behaviors were assessed by questionnaire and interview. The exam-stress group reported significant increases in perceived stress and emotional distress between baseline and exam sessions, but responses were not affected by social support availability. The controls showed no systematic changes in health behaviors. In the exam-stress group, smoking increased by an average of 54.7% between sessions in women with few social supports, but remained stable in men. There was a decrease in alcohol consumption of 17.5% in students with high social support between sessions, while those with low social supports showed an average increase of 18.5%. Physical activity decreased between baseline and exam sessions in the exam-stress group, but was not affected by social support. The results are discussed in relation to the effects of naturally occurring episodic stress on health behaviors, and the role of social support in moderating responses.
This field study used experience sampling procedures to examine the relationship of feeling states and affect to acute bouts of physical activity in women. Participants (N = 86) completed brief affect and feeling state measures (a) in response to random stratified pager tones and (b) before and after acute bouts of vigorous physical activity for 6 weeks. Analysis of averaged difference scores revealed that acute vigorous physical activity was associated with significant improvements in affect and feeling states, particularly in feelings of revitalization. Moreover, within-subject analyses indicated that the effects were moderated by preactivity scores, with the greatest improvements seen when women felt worst before activity.
Thirty-eight men and 35 women completed diaries of exercise, mood, and the experience and appraisal of daily stressors over 12 consecutive days. It was hypothesized that exercise would be associated with positive moods and with the experience of fewer daily stressors. Positive moods were rated higher and depression lower on exercise days than no-exercise days. Participants low in trait anxiety reported fewer stressful events on the days on which they exercised. Those with strong personal (health, physical appearance, and mood) motives for exercise reported more stressful daily events overall; in addition, they experienced more potentially stressful events as nonstressful on the days during which they engaged in physical exercise. The results are discussed in relation to the acute after-effects of exercise on mood and stress responsivity and the long term of psychological benefits of regular exercise.
Our evolving understanding of how psychosocial and behavioral factors affect health and disease processes has been marked by investigation of specific relationships and mechanisms underlying them. Stress and other emotional responses are components of complex interactions of genetic, physiological, behavioral, and environmental factors that affect the body's ability to remain or become healthy or to resist or overcome disease. Regulated by nervous, endocrine, and immune systems, and exerting powerful influence on other bodily systems and key health-relevant behaviors, stress and emotion appear to have important implications for the initiation or progression of cancer, HIV, cardiovascular disease, and other illnesses. Health-enhancing and health-impairing behaviors, including diet, exercise, tobacco use, and protection from the sun, can compromise or benefit health and are directed by a number of influences as well. Finally, health behaviors related to being ill or trying to avoid disease or its severest consequences are important. Seeking care and adhering to medical regimens and recommendations for disease surveillance allow for earlier identification of health threats and more effective treatment. Evidence that biobehavioral factors are linked to health in integrated, complex ways continues to mount, and knowledge of these influences has implications for medical outcomes and health care practice.