The Relationship between Physical Exercise and Negative Emotions in College Students in the Post-Epidemic Era: The Mediating Role of Emotion Regulation Self-Efficacy

Abstract

Objective: To investigate the relationship between physical activity and negative emotions among college students in the post-epidemic era and determine if emotional regulation plays a mediating role between physical activity and negative emotions. Methods: 479 college students (293 males, 186 females, M = 19.94, SD = 1.25) who were under closed campus management during the epidemic period were surveyed using the physical activity rating scale (PARS-3), the self-assessment scale for anxiety (SAS), the self-esteem scale for depression (SDS), and the emotion regulation self-efficacy scale (RES). Results: (1) Physical activity, negative emotions, and emotion regulation self-efficacy among college students were significantly different by gender (p < 0.01). (2) Physical exercise was negatively correlated with anxiety and depression (r = −0.236, p < 0.01; r = −0.198, p < 0.01) and positively correlated with emotion regulation self-efficacy (r = 0.256, p < 0.01) in college students. (3) Emotion regulation self-efficacy was negatively correlated with anxiety and depression (r = −0.440, p < 0.01; r = −0.163, p < 0.01). (4) Emotion regulation self-efficacy also partially mediated the relationship between physical activity and negative emotions. Conclusion: (1) Physical activity in the post-epidemic era negatively predicted anxiety and depression in school-isolated college students. (2) Emotion regulation self-efficacy in the post-epidemic era partially mediates the relationship between physical activity and anxiety and depression.