PHYSICAL EXERCISE AND EMOTIONAL

MANAGEMENT COLLEGE STUDENTS

Yanwen Lu*

• Medical College of Jiaying University, Meizhou, Guangdong, 514031, China

• Adamson University, PHD candidate in Adamson University, Manila, 1000,

Philippines

•gavin8181@163.com

Bo Wang

• Adamson University, PHD candidate in Adamson University, Manila, 1000,

Philippines

• Jiaying College Football (Industry) College Meizhou, Guangdong, 514015, China

Reception:10 February 2024 | Acceptance: 10 April 2024 | Publication: 15 May 2024

Suggested citation:

Lu, Y. and Wang, B. (2024). Physical exercise and emotional management

college students. 3C Empresa. Investigación y pensamiento crítico. 13(1),

120-136. https://doi.org/10.17993/3cemp.2024.130153.120-136

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120

ABSTRACT

In order to study the correlation between emotion management ability and physical

activity, and the role of physical activity on emotion management ability, this paper

used gray correlation analysis to establish a correlation model. The sequence of

features is represented by the degree of association between the factors in the gray

system, and the similarity of the spatial and temporal evolution of the data is

measured by using the horizontal distance, incremental distance, and variance

distance. The correlation coefficient between physical exercise and emotion

management ability was calculated according to the integrated correlation distance,

and the correlation degree was realized according to the coefficient matrix. The

results showed that the correlation coefficient between college students' emotion

management ability and physical exercise was 0.378, the number of people who used

psychological adjustment as the motivation for exercise occupied 52.0%, and the

difference between different amounts of exercise in emotion management ability was

relatively significant with P-value <0.01. It shows that through physical exercise can

escape from the low mood and regain positive emotions, is conducive to improve the

emotion management ability of contemporary college students.

KEYWORDS

Emotion management ability; physical exercise; gray correlation analysis; correlation

coefficient; exercise motivation

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INDEX

ABSTRACT .....................................................................................................................2

KEYWORDS ...................................................................................................................2

1. INTRODUCTION .......................................................................................................4

2. LITERATURE REVIEW .............................................................................................5

3. CONSTRUCTING A GRAY CORRELATION ANALYSIS MODEL OF PHYSICAL

EXERCISE AND EMOTION MANAGEMENT ..........................................................6

3.1. Construction of the model ..................................................................................6

3.2. Correlation distance ...........................................................................................7

3.3. Correlation coefficients .......................................................................................8

4. ESTABLISHMENT OF INDICATOR DATA ...............................................................9

5. ANALYSIS OF THE CORRELATION BETWEEN PHYSICAL EXERCISE AND

EMOTIONAL MANAGEMENT ................................................................................10

5.1. Validity tests .....................................................................................................10

5.2. Basic Situation Analysis ...................................................................................11

5.3. Significance analysis ........................................................................................13

5.4. Regression analysis .........................................................................................15

6. CONCLUSION ........................................................................................................16

FUNDING ......................................................................................................................16

REFERENCES ..............................................................................................................16

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1. INTRODUCTION

College students are the backbone and cornerstone of the future development of

Chinese society, and they bear the great responsibility of promoting the development

of society and building the great motherland, and they are a social group that attracts

much attention [1]. In modern society, the pressure of competition is becoming more

and more intense, rich knowledge and advanced theories are necessary for

contemporary college students to master, in addition to having a healthy body and

good mental quality. Research on the emotional management of college students

shows that there are certain hidden dangers in the emotional management of college

students, which hinders the establishment of good interpersonal relationships and the

ability to communicate with others [2]. Emotion is a comprehensive physiological and

psychological state that exists as a special factor in various cognitions, sensations

and behaviors of human beings, and it is the corresponding psychological and

physiological special reaction produced in response to external stimuli, and emotion

has an important driving effect on human behavior, and it is an important factor that

influences the formation and development of human behavior, cognition, and

psychology [3-4]. The youthfulness of juvenile delinquency and the suicides of a few

college students call for people to pay attention to emotion management, in short, the

various emotional problems presented call for us to pay close attention to the

emotional needs of college students at different stages, and to control and regulate

the emotional mechanism of students [5]. Therefore, the current situation of physical

exercise and emotional management ability of contemporary college students can be

improved through the study of the relevant aspects of physical exercise and emotional

management ability of contemporary college students [6]. It serves to improve the

quality of life for the majority of students, serves for the future college students to

better adapt to the social status quo and rapid employment, provides a reference for

the development of more reasonable theories on cultivating college students' mental

health and moral education, and provides some theoretical references for enriching

the psychology of college students' exercise and the development of college students'

mental health education programs.

This paper constructs an association model based on gray correlation analysis, in

order to analyze the relationship between physical exercise and emotion

management. Firstly, the sequence of features was established to indicate the degree

of association between individual factors, and then in order to accurately portray the

spatial and temporal characteristics of the data, the horizontal distance, incremental

distance, and variation distance between columns were utilized to portray the trend

differences in the changes in the value added of each index between the evaluation

objects. And the stem correlation coefficient was calculated according to the

comprehensive distance, which was used to construct the body of indicators of the

psychological effect of physical exercise. Finally, in the correlation analysis, the

reasonableness of this paper's model is verified through validity test, basic situation

analysis, significance analysis and regression analysis, which illustrates that there is

an interaction between physical exercise and emotion management ability, i.e., the

emotion management ability can improve the level of physical exercise, and physical

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exercise in turn can improve the emotion management ability. Exercise emotional

benefit has a better prediction effect on college students' emotional management

ability, and college students' good experience of exercise emotion will be more helpful

to the cultivation of emotional management ability, which in turn will enhance the

overall psychological quality of college students.

2. LITERATURE REVIEW

Long, Z et al. designed a 20-minute moderate-intensity cycling experiment and an

EEG data acquisition experiment based on an image-evoked mood assessment

protocol. The experimental procedure included two mood assessment sessions, each

containing 24 images. It was shown that moderate-intensity physical activity can

reduce negative emotional experiences and support the hypothesis that moderate-

intensity physical activity is beneficial for improving emotional responses to negative

stimuli [7]. Liu, Y. W et al. were exploring the effects of self-representation and

psychological needs on exercise dependence to provide necessary references for

preventing and inhibiting the emergence of exercise dependence in overweight

college students. They also conducted physical fitness tests on freshmen of two

comprehensive universities and analyzed the related data by using multiple

regression, exploratory factor and validation factor analysis, and found that self-

representation of overweight male and female college students had a significant

positive effect on psychological needs and exercise dependence [8]. Meidut, V took

elderly people over 60 years old as the research subjects. Subjects were assessed

before and after the physical activity intervention using the Hospital Anxiety and

Depression Scale method, and the percentage change in physical functioning after

the exercise intervention was better in those who were in poorer physical health

before exercise. Subjects who rated their mental health better prior to the physical

activity intervention showed better percentage changes in anxiety and overall

psychoemotional state than those who rated it worse [9]. Khan, M investigated

whether these social changes in Western college students were consistent with

changes in trait emotional intelligence. The methodology used was a meta-analysis

across time. The results were that there were no significant changes in the overall trait

emotional intelligence but that the domains of trait emotional intelligence of well-being,

self-control, and emotionality declined significantly over time after controlling for

differences in gender composition and between countries [10].

Ji, C. explored the effects of exercise intensity and frequency on anxiety,

depression, and sleep quality in college students. Participants' exercise intensity was

monitored using a Polar H10 HR sensor and the Borg RPE scale. The experiment

was conducted for a total of 6 weeks. Exercise intensity was found to improve anxiety

and depression symptoms better than exercise frequency, and sleep quality was more

closely related to exercise intensity [11]. Yu, Y. et al. used artificial intelligence

recognition algorithms to identify college students' extracurricular physical activity

behaviors, and UHF RFID technology was used to design a student information

collection system. The collected information and data were processed to get the

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individual positioning of students, and combined with student behavior identification

for student positioning and behavior identification management, which can help

teachers to improve the efficiency of extracurricular management, student safety and

physical exercise efficiency [12]. Lacount, P. A. et al. elucidated the acute effects of

high-intensity interval training on college students with and without attention deficit

hyperactivity disorder. High-intensity interval training was found to be a useful adjunct

to psychosocial or pharmacological treatments for college students with ADHD, as it

can produce immediate immediate and acute improvements in executive functioning

and promote improved physical and mental health [13]. Song, C conducted a survey

on the current status of physical activity among primary and secondary school

students to analyze the factors affecting the physical activity of primary and secondary

school students with the aim of assisting primary and secondary school students to

develop a good habit of physical activity. The results found that most of the primary

and secondary school students' awareness of physical exercise is correct. Most

students are able to participate in physical exercise, but few of them are able to

participate regularly. Parental support, parents' exercise habits, and family

expenditures on physical activity have a significant impact on developing students'

exercise habits [14].

3. CONSTRUCTING A GRAY CORRELATION ANALYSIS

MODEL OF PHYSICAL EXERCISE AND EMOTION

MANAGEMENT

3.1. CONSTRUCTION OF THE MODEL

Emotion management refers to the ability of an individual to actively search for

emotional strategies to resolve emotional discomfort in an effective way when

encountering emotions that are unfavorable to the development of the individual [15].

It has become an indisputable fact that physical exercise will have a certain impact on

the physical and mental state of a person, and as one of the psychological indicators,

emotion will naturally have a certain connection with physical exercise [16]. This paper

establishes the relationship model between physical exercise and emotion

management based on gray correlation analysis.

Gray correlation analysis method is an important part of gray system theory, which

is an effective means of information system analysis [17]. Gray correlation is a scale

that characterizes the degree of association between factors within a gray system, let

the sample feature sequence is and

, then the related factor feature sequence can be

expressed as:

X0=(x0(1), x0(2), ⋯,x0(n)

xi(k) > 0, i= 1, 2⋯m;k= 1, 2⋯n

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(1)

Given the real number , thus the gray correlation calculation model is

obtained as:

(2)

The gray correlation of with is represented by . The stability of the

sequence of point correlation coefficients of sequence with is represented by

. A larger value of indicates a less stable sequence of point correlation

coefficients.

3.2. CORRELATION DISTANCE

In the gray correlation analysis model to reflect the spatio-temporal characteristics

of the sequence, in order to be able to accurately portray the spatio-temporal

characteristics of the data, the similarity of the spatio-temporal evolution of the data

can be measured by using the horizontal distance, incremental distance, and variance

distance [18]. Let the horizontal distance between evaluation object and evaluation

object be:

(3)

where denotes the Euclidean paradigm of the sequence , and

can reflect the absolute distance between the evaluating object and the

evaluating object at the moment, which is called the horizontal distance between

the sequences.

Notation , denotes the increment of the rd

indicator of evaluation object on . The sequence of increments of indicators

of evaluation object at the moment of

i s

, and the incremental distance between

evaluation object and evaluation object is:

(4)

=(x

(1), x

(2), ⋯,x

(n)

⋯

Xi=(xi(1), xi(2), ⋯,xi(n)

⋯

Xm=(xm(1), xm(2), ⋯,xm(n)

γ(x0,xi)

∗(X0Xi)=

γ(X

)

1+S

(

γ0, j

)

γ(X0,Xi)

γ0

k′

1=∥Xi

k′ −Xi

k∥2

∥Xi

−Xi

∥2

k′ −Xi

k′

∇

k(j) =

{xi

(j)−xi−1

(j), i= 2, 3, ⋯,m

0, i= 1

[i−1, i]

∇Xi

k=(∇xi

k(1), ∇xi

k(2), ⋯,∇xi

k(n)),i= 1, 2, ⋯,m

k′

2=∥ ∇Xi

k′ − ∇Xi

k∥2

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Where represents the Euclidean parameter of vector ,

and depicts the difference in the trend of the change in the value added of each

indicator between the evaluation objects. If the indicators of the two evaluation objects

are changing in the same direction, the more coordinated the change is, the more

similar is the trend of the change in the two evaluation objects, and the distance is

also smaller. If they change in the opposite direction, the distance is generally larger

and the similarity between them is less. The variation distance between evaluation

object and evaluation object is:

(5)

Where , , represents the mean value

of the variable standardized for indicators of the th evaluation object at the moment

of , and represents the standard deviation standardized for indicators of the th

evaluation object at the moment of . characterizes the similarity of the degree of

fluctuation of the indicator values of the evaluation objects, if the degree of fluctuation

of the indicators between the evaluation objects is close, the distance is smaller, and

vice versa, the distance is larger.

3.3. CORRELATION COEFFICIENTS

Using the correlation distance, calculate the horizontal distance , incremental

distance , and variation distance between each object and the ideal object and

negative ideal object at time . Then, determine the comprehensive distance

between each evaluation object and the ideal object and negative ideal object based

on factors , , and . Next, calculate the gray correlation coefficient of each

evaluation object and the ideal object and negative ideal object at time using the

comprehensive distance . Finally, calculate the weight of each time

point based on the matrix of decision-making coefficients. Use these

weights to calculate the comprehensive correlation degree.

(6)

(7)

∥ ∇Xi

k′ − ∇Xi

k∥2

∇Xi

k′ − ∇Xi

k′

∑

t=1

(¯xi

k′

σi

k′

−¯xi

σi

k)2

∑

j=1

k(j

)

n−1

∑

j=1

(xi

k(j)−¯xi

¯xi

γ(Xi

+,Xi

k),γ(Xi

−,Xi

λi(i= 1, 2, ⋯,m)

(X+,Xk)=

∑

i=1

λiγ(Xi

+,Xi

)

(X+,Xk)=

∑

i=1

λiγ(Xi

+,Xi

)

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4. ESTABLISHMENT OF INDICATOR DATA

Individual emotional states mark the individual's response to the environment and

to the biologically motivated state when adapting to changes in the environment [19].

The emotion behind the behavior is not only an expression of the outcome of the

behavior, but also represents some kind of adaptive motivational factors [20]. Whether

adolescents can achieve healthy psychological benefits after participating in physical

exercise and whether physical exercise can promote adolescents to achieve

psychological health can be constructed as a reasonable index system for the

psychological effects of physical exercise. This paper proposes the gray correlation

degree and tries to construct the physical exercise psychological effect index system

through it. Figure 1 shows the index relationship structure between physical exercise

and emotion management. Adolescents are in the transition period of physical and

mental development, and have their own psychological characteristics, such as the

rapid development of self-consciousness, emotionally rich but easy to be impulsive

and so on. The indicator system is based on the psychological needs of adolescents'

independent physical exercise, self-determination motivation, exercise satisfaction,

happiness and pleasure and other four variables to construct a structural relationship,

in order to effectively promote adolescents to actively participate in sports and

develop independent exercise habits to provide reference. Exercise satisfaction is the

positive perception or feeling that adolescents have when engaging in physical

exercise, and both exercise satisfaction and motivation are based on psychological

needs as a starting point.

Figure 1. Structure of indicator relationship

Let the time sample point of the dynamic multi-indicator evaluation problem be

, and its corresponding weight be

. The indicator be

, and its corresponding weight be

, and the object of

evaluation be

. Let the sequence of indicators of the object of

evaluation at the moment be:

Ti(i= 1, 2, ⋯,m)

λi(i= 1, 2, ⋯,m)

Pj(j= 1, 2, ⋯,n)

ωj(j= 1, 2, ⋯,n)

Sk(k= 1, 2, ⋯,q)

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(8)

Where denotes the th indicator value of the rd object at the nd moment, it

is said that denotes the sequence of characteristic behaviors consisting of each

indicator value of the th object at the moment.

Since different evaluation objects are meaningful only when compared at the same

point in time and on the same indicator, and different magnitudes of the indicators will

have an impact on the quality of the modeling and the results of the systematic

analysis, it is necessary to carry out a dimensionless processing of the evaluation

matrix in order to eliminate the influence of the magnitude.

Let the observed value of the nd indicator of the st object in the evaluation matrix

at the moment of be . If is a benefit indicator, i.e., the larger the value of

the indicator, the better, then the following transformation is applied:

(9)

5. ANALYSIS OF THE CORRELATION BETWEEN

PHYSICAL EXERCISE AND EMOTIONAL

MANAGEMENT

5.1. VALIDITY TESTS

The basic factors of physical health, one is the physical aspect of physical exercise,

such as external sports and fitness, etc.; the other psychological aspect of emotional

management, such as the regulation and control of bad emotions. Combining the two

organically for research will be a better help to the physical and mental health of

contemporary college students. For this reason, this paper selects a college to collect

data information on college students' physical exercise, emotional management,

mental health and psychology. In order to verify the reliability of the relevant scales

studied in this paper, the test is carried out through the correlation coefficient. The test

results are shown in Table 1, which provides an overall scientific analysis of the

validity of the scales to be studied in this thesis; the correlation coefficient between

physical exercise and physical activity level is 0.235, the correlation coefficient

between college students' emotional management ability and physical exercise is

0.378, and the correlation coefficient between college students' emotional

management ability and physical activity level is 0.183, which is in conformity with the

=(xi

(1), xi

(2), …, xi

(n))

2=(xi

2(1), xi

2(2), …, xi

2(n));i= 1, 2, ⋯,

⋯

⋯⋯⋯⋯⋯⋯⋯⋯

(

q(1), xi

q(2), …, xi

q(n)

)

k(j)

k(j)D1=

(j)−min

(j)

maxk x

k(j)−mink x

k(j)

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test standard. It indicates that when the interaction between emotion management

ability and physical exercise is included in the equation, it has the same significant

effect on the exercise emotion, which means that there is an interaction between

physical exercise and emotion management ability, i.e., the emotion management

ability can improve the level of physical exercise, and physical exercise in turn can

improve the emotion management ability. Therefore, there is a positive mediating

effect of physical exercise in emotion management ability.

Table 1. Results of validity test

5.2. BASIC SITUATION ANALYSIS

In order to understand the basic situation of contemporary college students'

physical exercise and emotion management, this paper takes the second-year college

students in this higher education school as the main survey sample, randomly selects

1,000 of them for physical training, and analyzes them from two aspects. Table 2

shows the analysis table of college students' motivation for physical exercise. The

personal motivation of college students to participate in physical exercise mainly

focuses on the main purposes of physical fitness, recreation and psychological

adjustment. In addition to the above three, the motives for choosing to exercise also

include improving socialization, feeling insufficient for sports, being fit, mastering skills

and taking part in competitions. A comprehensive analysis shows that in addition to

the purpose of physical exercise, recreation and psychological adjustment are also

important motives for young college students at the turning point of their lives and

psychological age transition, with the proportion of 55.9% and 52.0% respectively.

Physical exercise for college students has been gradually accepted and recognized

by the society, and the fitness and recreation way of enhancing communication as

physical exercise has become the mainstream way of physical exercise for

contemporary college students, and has become an essential fitness demand in the

daily fitness life of college students.

Option Physical exercise

Level of physical

activity

Ability to manage

emotions

Physical exercise 1.000 0.235*** 0.378***

Level of physical

activity

0.235*** 1.000 0.183***

Ability to manage

emotions

0.378*** 0.183*** 1.000

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Table 2. Analysis of physical exercise motivation

Table 3 shows the results of the analysis of the overall situation of emotion

management ability, in the dimension of the ability to control negative venting, the

highest mean score of T is 4.21, which shows that the university students have a

strong ability to control the negative venting of emotion management, but in the

dimension of the ability to positively remediate the lowest mean score of the

questions, which shows that the university students have a poor ability to positively

remediate the problem, which requires teachers and parents to give the necessary

attention to the various dimensions The order of mean scores in descending order of

magnitude is the ability to control emotional outbursts, the ability to rationally regulate,

the ability to control negative cues, the ability to seek external support, and the ability

to positively remedy. The data can be used to analyze the psychological factors of

college students. With the rapid development of modern society, some contemporary

college students, under the pressure of academics, employment, feelings and other

pressures, the psychological condition of the development of the adverse direction,

prone to loneliness, bitterness, anxiety, confusion and other bad emotions. Therefore,

for school sports, in the design of curriculum content and teaching methods, firstly, we

should pay attention to the auxiliary improvement and enhancement of the mental

health level of adolescents by physical exercise, and fully integrate the game and fun

into the sports program. Secondly, we should pay attention to the development of

adolescents' social interaction ability through teamwork sports activities. Finally, based

on the natural laws of physical development for adolescents, the intensity, frequency

and duration of exercise are scientifically and reasonably arranged in sports activities.

Exercise

motivation

General situation Boys Girls

N % N % N %

Increase

communication

309 39.2 233 50.0 76 23.7

Keep fit 661 83.7 419 89.3 242 75.4

Psychological

adjustment

411 52.0 232 50.0 179 55.8

Feel under-

exercised

150 19.0 98 21.0 52 16.2

Recreation 442 55.9 230 49.0 212 66.0

Body Building 265 33.5 115 24.5 150 46.7

Acquire skills 160 20.3 111 23.7 49 15.3

Enter the

contest

85 10.8 73 15.6 12 3.7

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Table 3. The results of general situation analysis of emotion management ability

5.3. SIGNIFICANCE ANALYSIS

After moderate physical exercise, it tends to eliminate the psychological state

brought about by various negative emotions, making it physically and mentally

comfortable, energized, and with an enhanced sense of meaning in life, which is just

enough to make up for the spiritual emptiness of college students, and to alleviate all

kinds of negative influences through physical exercise. By participating in physical

exercise, each dimension of college students' emotion management ability is

analyzed in terms of the control of emotion management. In order to understand the

problems related to college students' participation in physical exercise and emotion

management ability, the author conducted a correlation analysis of the differences,

and the T-test of independent samples for different exercise amounts of college

students' physical exercise and emotion management ability, and the results of the

test are shown in Table 4. p=0.002<0.01, which means that overall, the differences

between different amounts of exercise are more significant in terms of the ability to

manage their emotions. On the ability to control negative emotional outbursts and the

ability to control negative cues P=0.000<0.001 indicates that the difference is

significant and that exercise intensity is one of the factors that make up the amount of

exercise. On the ability to regulate reasoning P=0.001<0.01 indicates that the

difference between different amount of exercise and the ability to regulate reasoning is

more significant. The highest scores were obtained when exercising at moderate

intensity, indicating that emotional sanity regulation ability is best with moderate

exercise volume, and that too much or too little reduces college students' ability to

manage their emotions. Therefore, it is possible to determine and choose the

moderate amount of physical exercise according to the differences in individual

physical fitness and exercise ability, which is conducive to improving the emotion

management ability of contemporary college students.

Project Valid Missing Variance

Ability of rational control 790 0 4.92

Control negative venting 790 0 7.31

Ability to seek outside support 790 0 3.78

Control negative suggestibility 790 0 4.96

Ability to actively remedy 790 0 4.53

Overall analysis 790 0 17.20

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Table 4. Analysis of differences in emotion management ability

Table 5 shows the results of the significance analysis of the correlation between

physical exercise and emotion management ability, from the perspective of exercise

time, college students' emotion management ability in general has a significant

correlation with exercise time, with a correlation coefficient of 0.880. In particular,

college students' emotion management ability to seek external support ability, the

ability to control the negative implication ability, and the ability to rationally regulate the

emotion has a significant correlation with exercise time. There is a very significant

correlation between students' emotional ability and exercise intensity in general, with a

correlation coefficient of 0.880.

The correlation coefficient is 0.165, and there is a very significant correlation

between college students' emotion management ability and exercise intensity in all

dimensions except for the ability to seek external support and the ability to control

negative suggestion. From the perspective of exercise frequency, there is a very

significant correlation between college students' emotion management ability and

exercise frequency in general, with a correlation coefficient of 0.193, and there is a

very significant correlation between the dimensions of emotion management ability

and exercise frequency. Suggesting that escaping from such depressed emotions and

regaining positive emotions through physical exercise, which is the process of

emotion management that

It is an instinctive directional tendency, a psychological tendency to react

instinctively, and a value reference system that exists in people's own relationship with

the treatment and understanding of external things. Even if an individual participates

in exercise without caring about the exercise itself and its results or is constrained by

external factors, along with the accumulation of opportunities and frequency of such

exercise, even though external motivation and lack of motivation are not as high as

internal motivation in triggering exercise satisfaction, exercisers can still experience a

portion of the health benefits from exercise from physical activity without negatively

affecting exercise satisfaction.

Variable dimension

Small amount of

exercise

A lot of exercise F value P

Ability of rational control 27.09±4.914 26.75±4.725 5.645 1

Control negative venting 46.20±7.295 49.01±7.138 7.894 0

Ability to seek outside

support

17.07±4.251 17.21±4.111 2.154 9

Control negative

suggestibility

19.29±4.692 20.10±4.595 7.742 0

Ability to actively remedy 21.53±4.324 21.63±4.318 1.071 361

Ability to manage emotions 131.1±15.233 134.70±15.801 3.725 2

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Table 5. Results of correlation significance analysis

5.4. REGRESSION ANALYSIS

The results of physical activity mood scores were used as the dependent variable

in the stratified multiple regression analysis, and the physical activity mood scores and

emotion management ability scores were centered and transformed into standard

scores before being included in the analysis. Table 6 shows the results of the

regression analysis, and the regression results show that gender has a negative

regression relationship with exercise mood scores, and the regression coefficient

changes from -0.089 to 0.464 after the inclusion of the emotion management ability

scores, which changes the regression relationship from negative to positive,

suggesting that the emotion management ability can regulate the influence of gender

on exercise mood to a certain extent. The positive regression relationship between

grade and exercise mood and the small change in the regression equation results

may be related to the influence of family, social, and school environments, the

concern for physical fitness and health, and the more in-depth knowledge of the

benefits of exercise as age increases. Emotional management ability included in the

regression analysis showed a positive regression relationship with exercise mood

scores, with the smallest P value, indicating that physical activity has a significant

positive effect on emotional management ability, showing that there is a significant

moderating effect of physical activity in emotional management ability.

Table 6. Results of regression analysis

Variable dimension Exercise time Exercise intensity Exercise frequency

Ability of rational

control

0.087* 0.104* 0.108*

Control negative

venting

2 0.118** 0.195***

Ability to seek outside

support

0.115** 15 1

Control negative

suggestibility

0.082* 23 0.125**

Ability to actively

remedy

3 0.094* 0.081*

Ability to manage

emotions

0.880* 0.165* 0.193***

Variable

Ability to manage emotions Physical Activity Score

(1) (2) (3) (4)

Gender -3.174 -89 464 13

Grade 2.446 65 2.225 95

Ability to manage

emotions

3.791 516

Physical Activity Score 6.588 375

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6. CONCLUSION

This paper takes the relationship between physical exercise and emotion

management as the research direction, and uses gray correlation analysis method to

construct the relevant model, and analyzes the rationality of the model. The

conclusions are as follows.

1. In the validity test, the correlation coefficient between college students' emotion

management ability and physical exercise is 0.378, and the correlation

coefficient between college students' emotion management ability and physical

activity level is 0.183. It indicates that when the interaction between emotion

management ability and physical exercise is included in the equation, it has the

same significant effect on the emotion of exercise, which means that there is

an interaction between physical exercise and emotion management ability.

2. In the significance analysis, P=0.000<0.001 on the ability to control negative

emotional outbursts and the ability to control negative cues indicate significant

differences. The overall correlation coefficient between students' emotional

ability and exercise intensity is 0.165, which is a very significant correlation. It

indicates that can college students can determine and choose the moderate

exercise intensity of physical exercise according to the differences in individual

physical fitness and exercise ability, which is conducive to improving the

emotional management ability of contemporary college students.

After the inclusion of emotion management ability score, the regression

coefficient changed from -0.089 to 0.464, the regression relationship changed

from negative to positive, indicating that the emotion management ability can

regulate the influence of gender on the exercise emotion to a certain extent.

FUNDING

Research Project (Humanities and Social Sciences), Jiaying College, The Effects of

Physical Exercise on Emotion Management of College Students: A Longitudinal Study

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