Relationship Between Self-Esteem and Physical Activity in University Students. Gender Differences: Cross-Sectional Study.

Abstract

Background: The university period generally involves dropping out of sporting activities and higher levels of stress. However, studies addressing the consequences of these changes in the self-esteem of university students are very scarce.

Aim: To determine the relationship between physical activity (PA), sedentary lifestyle and self-esteem levels in university students, and to analyse the differences according to gender.

Design: Cross-sectional online survey of 314 spanish university students.

Methods: Global self-esteem was assessed with the Rosenberg self-esteem scale. PA was measured using the short version of the International Physical Activity Questionnaire (IPAQ-SF). An analysis of variance (ANOVA) model was used to evaluate differences between total self-esteem values by PA categories (low-moderate-high). Pearson's correlation was used to analyse the association of global self-esteem with the level of total PA and with a sedentary lifestyle.

Results: Physical activity, sedentary behaviour, and self-esteem scores were higher in men than in women. High levels of PA were positively correlated to self-esteem in the total sample; and sedentary behaviour was inversely correlated to self-esteem in the total sample and women. The differences between men and women in self-esteem were not significant in participants that engaged in vigorous PA.

Conclusions: Engaging in PA was related to better self-esteem. A sedentary lifestyle had a greater impact on women's self-esteem. When women engage in vigorous physical activity, their self-esteem equals that of men. These findings could serve as a basis for developing strategies to promote mental health through physical activity.

Implications for the profession and/or patient care: Our findings could help Mental Health Nurses, Community Health Nurses and university policymakers take steps to promote physical activity, with a gender perspective, within university curriculum enhancement strategies, with the goal of improving self-esteem and mental health in young people during a critical period of transition to adulthood.

Impact (addressing): What problem did the study address? This study addressed the relationship between the self-esteem of university students and their physical activity levels, emphasising the role of sedentary behaviour and gender differences. What were the main findings? The practice of PA was associated with higher self-esteem. The differences in self-esteem between men and women were not significant among those who participated in vigorous physical activity. Additionally, a sedentary lifestyle had a greater negative impact on women's self-esteem. Where and on whom will the research have an impact? The implementation of physical activity programs in the university setting is a key factor in improving students' self-esteem. These programs should be designed from a gender perspective to better address students' specific needs. Additionally, nurses, particularly those working in mental health and community health, play a critical role in promoting physical activity as a preventive and therapeutic strategy for mental health issues. Integrating physical activity recommendations into routine health assessments and university-based interventions could facilitate the early identification of students at risk of low self-esteem and associated mental health challenges. From a nursing perspective, structured exercise programmes, active breaks during classes and active learning methodologies that incorporate physical movement with academic content could contribute to creating a healthier university environment and improving students' psychological well-being.

Reporting method: This study adhered to the reporting guidelines for observational studies according to the STROBE (Reporting of Observational Studies in Epidemiology) statement.

Patient or public contribution: No patient or public contribution.