This study investigated the influence of exercise and study time on college students' academic coping strategies. Seventeen undergraduate students reported their weekly exercise and study hours, then completed a survey measuring coping abilities. Results found no significant main effects of exercise or study time on coping scores, and no significant interaction between exercise and study time. While exercise did not correlate with coping strategies in this study, it confirmed that individuals use various coping methods for academics. The study could be improved with a larger, more diverse sample size and alternative independent variables.

1. Don’t Sweat It: Exercise and
Study Time's Influence on
Academic Coping Strategies
for College Students
SUNY Oswego
Brett VanAtta

2. Investigated the influence exercise and study time
has on academic coping strategies.
I.V.- level of exercise & study time
D.V.- coping strategies
“Students who perform exercise in relation to the
amount of time used studying will score higher on
the survey measuring for ability in coping with
academics.”
Introduction

3. What we know
It is known that exercise is a method of coping
with stress (Petruzzello & Motl, 2006).
It is known that individuals use various methods of
coping that best fit them (Chartier, Gaudreau &
Fecteau, 2011).
Introduction

4. What we do not know
It has not been well defined in what way
performing exercise leads to the use of academic
coping strategies of college students.
Introduction

5. Participants were acquired using a convenience
sample
Participants consisted of 17 Psychology 290
section 860 undergrad students.
Participants consisted of 47% females and 53%
males.
Method: Participants

6. Preliminary questionnaire- time spent studying
and time spent exercising.
Scores were then split and categorized into
groups (2 exercise groups and 2 study groups)
Method: Measures

7. Primary questionnaire-31 items.
Rated on a four point scale 4 (strongly agree), 3
(agree), 2 (disagree), 1 (strongly disagree).
Reverse coding-1 (strongly agree), 2 (agree), 3
(disagree), 4 (strongly disagree).
Ex. I am satisfied with my school environment. 4
(strongly agree), 3 (agree), 2 (disagree), 1 (strongly disagree).
Method: Measures

8. Informed Consent
Asked to fill out both questionnaires
The design of the study was non-experimental
Results were entered into SPSS
Method: Procedure

9. Two-Way Annova
Main effect of time spent exercising on coping
strategies F (1,13) = 1.142, p =.305.
Main effect of time spent studying on coping
strategies F (1,13)= 00, p=.938.
Interaction effect between time spent exercising
and time spent studying on coping strategies, F
(1,13) = .400, p =.538.
Results

10. Results
Figure 1. Mean coping score as a function of time spent exercising and time spent
studying.
The figure illustrates the relationship between time spent studying and time spent
exercising on mean coping scores.

11. Results suggested an insignificant main effect of
both exercise on coping strategies and studying
on coping strategies.
Results showed an insignificant interaction effect
between exercise and studying on coping
strategies.
Didn’t show exercise related to coping strategies
Did show individuals used various methods of
coping when dealing with academics
Discussion

12. Strengths of this study were
◦ Uniqueness or design
◦ Strength of measure
Limitation of this study was convenience sample
◦ Less power
◦ Not generalizable
Discussion

13. For future research in the relation to this study, it
is recommended that there be a greater sample
size and that the sample be made of a more
diverse population of students.
It is also recommended that future studies
perhaps use a different second I.V. than the one
used in this study (study time).
Discussion

14. Chartier, I., Gaudreau, P., & Fecteau, M. (2011).From
dispositional affect to academic goal attainment: The
mediating role of coping. Anxiety, Stress & Coping: An
International Journal, 24(1), 43-58.
doi:10.1080/10615801003725360
Petruzzello, S. J., & Motl, R. W. (2006). Physical
Activity and Mental Health in College Students. In M.
V. Landow (Ed.) , College students: Mental health and
coping strategies (pp. 41-57). Hauppauge, NY US:
Nova Science Publishers.
Reference