Rendimiento Académico y Bienestar Integral en la Educación Superior: La Influencia de la Regulación Emocional, el Autoconcepto y la Motivación en un Estilo de Vida Activo

The transition to emerging adulthood constitutes a complex period in which young people not only face the challenges inherent to higher education but also develop their identity and establish habits and lifestyles. In this context, it is essential to investigate how regular physical activity influences self-concept, basic psychological needs, and emotional regulation in Andalusian university students. To this end, 1,204 students from the degrees in Primary Education and Physical Activity and Sports Sciences participated. They were assessed using validated instruments such as the Emotional Regulation Scale, the Basic Psychological Needs Questionnaire, and the AF-5 Self-Concept Scale. The data were analyzed using IBM SPSS® 25.0 software, revealing significant differences in general self-concept and its dimensions, except in the academic field, based on the frequency of physical exercise. Furthermore, the univariate analysis showed that the motives for practicing sports, especially in men, are linked to improved physical attractiveness and health. Furthermore, it was observed that non-scholarship students who engage in greater physical activity have a more positive perception of their academic abilities. In short, these results show that adopting an active lifestyle not only improves self-perception but also enhances emotional regulation and motivation, key factors for well-being and success in higher education.