PHYSICAL ACTIVITY AND MENTAL HEALTH AMONG WOMEN TRANSITIONING INTO COLLEGE

The transition to college is a critical period characterized by increased mental health outcomes (MHOs), including depression, anxiety, and stress, along with decreased physical activity (PA), particularly among first-year college women. While PA is well-documented as beneficial for both college adjustment and mental health, its role in facilitating college adjustment and, in turn, influencing MHOs remains underexplored. This dissertation examines the relationships between PA, college adjustment, and MHOs—specifically depression, anxiety, and stress—among first-time college women during their first semester at a four-year institution. This research was conducted in two phases: (1) a cross-sectional study investigating whether college adjustment mediates the relationship between PA and MHOs at the start of the semester and (2) a longitudinal study examining changes in college adjustment over the semester and its role in the PA-MHOs relationship. Data were collected from 202 and 100 participants, respectively, through validated self-report measures, including the International Physical Activity Questionnaire Short Form (IPAQ-SF), Student Adaptation to College Questionnaire (SACQ), and the Depression, Anxiety, and Stress Scale (DASS-21). Measured variable path analyses, a structural equation modeling technique, was used to test mediation effects and assess direct and indirect relationships. Findings indicated that personal-emotional adjustment, rather than PA, was the strongest predictor of MHOs, with higher personal-emotional adjustment scores associated with lower depression (β = –0.57, p < .001), anxiety (β = –0.60, p < .001), and stress (β = –0.53, p < .001). Additionally, academic workload and declining social support emerged as barriers to PA engagement over time, emphasizing the need for targeted university interventions. These findings contribute to the theoretical understanding of student adaptation and well-being, reinforcing the importance of holistic support systems that integrate PA, mental health resources, and structured social support during the transition to college. The results have direct implications for university wellness programs, policy development, and future research on the mechanisms underlying student health and success. Future studies should explore long-term trajectories, direct measures of PA, and intervention-based approaches to enhance college student well-being.