THE IMPACT OF PHYSICAL EDUCATION AND EMOTIONAL STABILITY ON COGNITIVE PERFORMANCE: MEDIATING ROLE OF EMOTIONAL INTELLIGENCE AND EMOTIONAL BALANCE

Abstract

This cross-sectional study examines that how interaction of influence of physical education, emotional stability, and emotional intelligence, emotion balance as the mediating variables to determine that physical education and emotional stability have on the academic performance of university students. According to the theoretical background, the study hypothesized some potential relationships among research variables in particular context. The students completed the questionnaire, and researchers gathered secondary data regarding academic and cognitive performance used on the basis of formal simple sampling method. The physical education data were gathered through self-reporting throughout term and degree of perceived effort engaged, emotional state stability was assessed using the validated measures of emotional stability and mental health, emotional self-control was assessed using validated methods, and performance assessed using standardized tasks in the form of the cognitive performance to test hypothesized relationships among variables in order to extract new information and produce the desired and leading outcomes. These findings indicate that in spite of the covariates, both higher emotional stability and active involvement in physical education are positively, statistically significant predictors of cognitive functioning. These relationships were partially mediated by variables, emotional intelligence, and emotional balance, which are two elements of emotional functioning. Physical education and emotional stability were combined and anticipated emotional intelligence and emotional balance were in turn connected to cognitive functioning. The mediation paths were found to be statistically significant after the covariates were adjusted. The information described in this report implies that improvement of emotional functioning led to higher levels of the cognitive functioning, as well as higher amounts of organized physical education. An example of how this data can be used is in curriculum design, campus wellness program, and incorporation of possible mechanisms that can allow tracking of cause-and-effect relationships into the future into the long study.