How Exercise Promotes Positive Emotional Regulation in Female College Freshmen: A Qualitative Phenomenological Study
How Exercise Promotes Positive Emotional Regulation in Female College Freshmen: A Qualitative Phenomenological Study
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Issue Date
2025-10
Authors
Dobson, Tiffany
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Abstract
The problem addressed in this study was that female college freshmen (FCF) experience academic stress that could lead to risk for long-term physical health problems (Arslan, 2017; Pelletier et al., 2015). The purpose of this qualitative descriptive phenomenological study was to describe the lived experiences of FCF who engaged in exercise for the purpose of promoting positive emotional regulation and managing academic stress. The study was conducted through the lens of resilience theory. The sample of 12 participants was female, first-year college students (18-20 years) attending a four-year degree institution as full-time students who were managing academic stress through self-prescribed exercise. The first research question inquired about the lived experiences of female freshman college students in engaging in daily exercise for emotional regulation and managing academic stress. A phenomenological analysis yielded two themes and showed that participants reported daily exercise as a positive means of managing academic stress. Research question two asked, how do FCF experience the use of daily exercise to overcome challenges and barriers associated with resilience in terms of management of academic stress? The analysis resulted in four themes, which showed that daily exercise played a vital role in emotional regulation, well-being, stability, and improved self-image, which were factors of resilience for freshman college females. In addition, the study showed that exercise promoted emotional stability and relief and is a stress buffer during challenging times. Having exercise routines was an effective strategy to support their lifestyle adaptation during the first year of college. The results also indicate the value of social aspect of exercise. Exercising with friends enhances wellbeing. The findings implied that regular exercise could help handle academic stress for FCF. Participants recognized the value of exercise for regulating emotional well-being as well as overcoming barriers and challenges faced as they navigated the first year of college. The recommendation for practice is that colleges and universities integrate structured wellness programs. The recommendation for future research is to examine how a more holistic approach to student health may be achieved to support FCF. The study made a significant contribution to the broader discourse on student mental health and wellness in academic settings. The study also contributed to a renewed understanding of resiliency theory through demonstrating the value of protective factors, including exercise, to support FCF in navigating academic stress.
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Keywords
exercise , emotional regulation , female