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. 2019 Dec 18:2019:9791281.
doi: 10.1155/2019/9791281. eCollection 2019.

Physical Activity, Sedentary Behavior, and Quality of Life among University Students

Paweł F Nowak  1 , Agnieszka Bożek  2 , Mateusz Blukacz  2
Affiliations

Physical Activity, Sedentary Behavior, and Quality of Life among University Students

Paweł F Nowak et al. Biomed Res Int. .

Abstract

The aim of our study was to explore the relation between physical activity, sedentary behavior, and the subjective and objective indicators of quality of life as well as life satisfaction among university students, whose education is related to different dimensions on health. Participants (N = 595) were invited to fill in a set of suitable questionnaires. The path analysis and linear regression were used to establish a relationship between the examined constructs. Only some types of physical activity have shown a positive relation with the quality of life; the study also revealed some age and gender regularities. Physical activity in the household was most positively correlated to the quality of life. The amount of leisure and transport physical activity decreased with age, and there were also gender differences regarding the intensity and type of physical activity. Sedentary behavior during the week related positively with the subjective quality of life and its intimacy dimension, but sedentary behavior at the weekends was negatively related to objective and subjective quality of life as well as dimensions including intimacy, safety, and communicative aspect of the quality of life. Neither physical activity nor sedentary behavior demonstrated a significant relation with the level of life satisfaction. The type of physical activity undertaken and its matching to the needs of the young person affected their objective and subjective quality of life. Those findings may have important implications for institutions responsible for promoting active lifestyle.

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Conflict of interest statement

The authors declare that there are no conflicts of interest regarding the publication of this paper.

Figures

Figure 1
Figure 1
Structure of relations between variables tested in the model. EDUC: type of education; AGE: age; GENDER: gender; ENERG: weekly energy expenditure; LEISUR: leisure time physical activity; DOMES: domestic and gardening activities; WORK: work-related physical activity; TRANS: transport-related physical activity; SED WK: sedentary behavior during the week; SED WD: sedentary behavior during the weekend; IMPOR: importance score; SATISF: satisfaction score; MATER: material well-being; HEALTH: health; PRODU: productivity; INTIM: intimacy; SAFE: safety; COMM: place in community; EMOT: emotional well-being; SWLS: life satisfaction.
Figure 2
Figure 2
Standardized values of significant paths in the model. Abbreviations: EDUC: type of education; AGE: age; GENDER: gender; ENERG: weekly energy expenditure; LEISUR: leisure time physical activity; DOMES: domestic and gardening activities; WORK: work-related physical activity; TRANS: transport-related physical activity; SED WK: sedentary behavior during the week; SED WD: sedentary behavior during the weekend; IMPOR: importance score; SATISF: satisfaction score; MATER: material well-being; HEALTH: health; PRODU: productivity; INTIM: intimacy; SAFE: safety; COMM: place in community; EMOT: emotional well-being; SWLS: life satisfaction.
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