Active learning through active living: the relationship between physical activity and academic motivation among university students

Abstract

This study examined the relationship between physical activity engagement and academic motivation among students to better understand how lifestyle behaviors relate to learning-related drive. Using a quantitative descriptive-correlational design, the research collected numerical data from 559 students selected through simple random sampling. Standardized questionnaires were utilized, including a validated measure of academic motivation and Craig’s physical activity questionnaire. Descriptive statistics, such as mean and composite mean, were computed to describe the variables, while Spearman correlation was employed to test their association. Findings indicated that students generally maintain active lifestyles and demonstrate developing levels of academic motivation across intrinsic, identified, and external regulation dimensions. The analysis revealed a positive and statistically significant relationship between physical activity and academic motivation, suggesting that students who are more physically engaged tend to report stronger motivation toward learning. However, the relationship was modest, indicating that physical activity represents only one of several factors influencing academic motivation. The study underscores the multidimensional nature of motivation and supports perspectives that connect behavioral and psychological processes in educational settings. The results highlight the relevance of considering students’ physical activity patterns alongside cognitive and motivational factors in understanding academic engagement. Overall, the findings contribute to a more holistic view of student development, emphasizing the interconnectedness of well-being and learning within higher education contexts.