The Relationship of Physical Activity, Emotional Intelligence, and Self-esteem in College Students

• Main Authors: Chen-yi Fan, 范振義
• Other Authors: Shuk-fong Li
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/56e29w

碩士 === 國立中正大學 === 運動與休閒教育所 === 94 === The college students were in an important time stepped from teenagers to adults. Although the past studies showed that exercise and physical activity might promote the healthy in mind and body, it could enhance the EQ ability or not, then needed the studies to confirm. Therefore, the purposes of this study were: (1) to examine the differences of college students’ EQ, self-esteem, and physical activity mass with different background variables. (2) to examine the differences of college students’ EQ, self-esteem with different physical activity mass. (3) to understand the correlations of EQ, self-esteem, and physical activity mass. (4) to discuss whether the background variables, self-esteem, and physical activity mass could successfully predict EQ. Methods: The total sample were 566 college students, and used (1) physical activity questionnaire, BarOn emotional quotient inventory (BarOn EQ-i), and Rosenberg self-esteem scale (RSES). The main results were: 1. The lower grades college students of the EQ performance were higher than the higher grades college students. The academic achievement among the entire class 50% of college students of the EQ performance were better than others. The academic achievement in the entire class latter 25% and the household income between 10~30 thousand dollars college students had lower self-esteem. The physical activity mass of male college students were significantly (p< .05) higher than female college students. The higher grade college students had lower physical activity mass. 2. The higher physical activity mass of college students of the EQ performance were better, and different physical activity mass of college students had no significant (p> .05) differences from self-esteem. 3. The physical activity mass and the EQ total scores had positive correlation (p> .05). The self-esteem total scores and the EQ total scores also had positive correlation (p> .05), but the physical activity mass and the self-esteem total scores were no significantly (p< .05) correlation. 4. The grade and self-esteem could effectively predict the degree of EQ, and its explained variance reached 31.0%.