56. Running exercise on depressive mood in english major college students

Abstract Background Depression is increasingly prevalent among college students, and English majors face heightened risks due to intensive language training, cross-cultural adaptation pressures, and career uncertainties. Physical exercise, particularly aerobic activities, has been proven to alleviate depressive symptoms. However, intervention studies targeting specific academic populations—especially those exploring underlying psychological mechanisms—remain scarce. This research therefore focuses on English majors, examining the psychological pathways through which regular running improves depressive mood. The study aims to provide empirical support and tailored strategies for promoting mental health among English majors. Methods A randomized controlled trial was conducted. Eighty-four English majors with a Self-rating Depression Scale (SDS) score ≥ 53 were recruited and randomly assigned to an experimental group (n = 42) or a control group (n = 42). Both groups received general mental health education. The experimental group additionally completed an 8-week running intervention: 30-40 minutes of moderate-intensity running (60%-75% of maximum heart rate), three times per week, with supervised attendance. The control group maintained their usual routines. Assessments using the SDS, Beck Depression Inventory-II (BDI-II), and Connor-Davidson Resilience Scale (CD-RISC) were conducted at baseline (T0) and post-intervention (T1). Data were analyzed with repeated-measures ANOVA via SPSS 26.0 Twenty experimental participants were interviewed post-intervention; data were analyzed thematically. Results Repeated-measures ANOVA revealed significant time-by-group interactions for both SDS and BDI-II scores (p<.001). Simple effects analysis showed that at T1, the experimental group had significantly lower SDS (M = 47.3, SD = 6.5) and BDI-II scores (M = 14.2, SD = 4.1) than the control group (SDS M = 56.8, SD = 7.2; BDI-II M = 21.5, SD = 5.3), p<.001. The experimental group ' s resilience score also increased significantly (p<.01), while the control group showed no change. The interview analysis identified several key themes. First is the “restoration of self-control,” with 90% of respondents indicating that completing their running plans boosted their confidence in managing daily routines. Second is the “interruption of negative thoughts,” as 85% of students mentioned that the focus required during running helped them temporarily escape academic rumination and anxiety. Additionally, “alleviation of somatic symptoms” emerged, with 80% of students reporting improved sleep quality and reduced fatigue, which in turn elevated their overall emotional state. Discussion Research confirms that an 8-week program of regular running effectively alleviates depressive symptoms among English majors while simultaneously enhancing their psychological resilience. The mechanism of action may involve: rebuilding a sense of life control and self-efficacy through consistent exercise; providing cognitive disengagement via physical activity to break negative thought cycles; and indirectly promoting emotional improvement through physiological enhancements (such as sleep and energy levels). These findings hold significant practical implications. It is recommended that universities, particularly foreign language institutions, incorporate regular running and other aerobic exercises into their mental health promotion systems. Organizing “running groups” can enhance social support and adherence. For English majors, this offers an active, low-cost tool for emotional regulation. Future research should further explore the differential effects of varying exercise intensities and forms, and examine their long-term indirect impact on academic performance.