EMOTIONAL INTELLIGENCE CORRELATES PHYSICAL ACTIVITY AND LEISURE AMONG SELECTED PAHFIT STUDENTS
Abstract
Emotional intelligence significantly contributes to stress management, the building of resilience, and the motivation of the students, particularly in the aspect of physical activities and leisure. Despite the existence of widespread studies on the benefits of physical activities, none have addressed the direct effect of emotional intelligence on participation in such activities by students. This study fills this gap by examining the relationship between emotional intelligence and participation in leisure and physical activities by PAHFit students at the University of Mindanao. A quantitative descriptive-correlational approach was used in this study, and data were collected from 306 PAHFit students through an adapted and validated questionnaire. The statistical tools used in this study were mean, standard deviation, Spearman's rho, and regression analysis. Descriptive statistics showed high emotional intelligence among students, especially in self-awareness, while emotion regulation was moderate. They also had high participation in physical activity and leisure, mainly driven by enjoyment and physical well-being rather than external expectations. Using Spearman’s rho correlation and regression analysis, findings further revealed a positive, significant, and moderate relationship between emotional intelligence and physical activity. These results emphasize the need to include emotional intelligence development as part of school physical education programs to enhance motivation and emotional regulation abilities in students. Peer-facilitated fitness activities and mindfulness instruction need to be integrated into university programs to promote emotional health and exercise participation in the long term. Longitudinal behavioral patterns and intervention techniques that continue to strengthen the link between exercise and emotional intelligence need to be examined in follow-up studies to promote the health and academic achievement of students.
SDG: #3 (Good health and Well Being) & #4 (Quality Education)
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DOI: http://dx.doi.org/10.46827/ejpe.v12i11.6488
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