QUALITY-OF-LIFE, PHYSICAL ACTIVITY, AND ACADEMIC PERFORMANCE:

a cross-sectional study in university students

Autores

• Juliane Carla Taufer Atitus Educação https://orcid.org/0000-0002-9807-2314
• Fernanda Ruffo Ortiz Atitus Educação https://orcid.org/0000-0003-0759-9661
• Victor Fagundes Rodrigues Uri Erechim https://orcid.org/0009-0004-2718-9488
• Juliana Gottlieb Sebem Atitus Educação https://orcid.org/0000-0002-9807-2314
• Simone Tuchtenhagen Uri Erechim https://orcid.org/0000-0002-3857-0362

DOI:

https://doi.org/10.17058/447gcd40

Palavras-chave:

Academic routine, Health-related quality of life, Exercise, Psychological Wellness

Resumo

Introduction: academic performance is influenced by multiple demographics, socioeconomic, behavioral, and quality-of-life factors. However, few studies have assessed these variables in an integrated manner among Brazilian university students.  Objective: To assess the association between academic performance and demographic, socioeconomic, behavioral, and quality-of-life factors among undergraduate. Method: This cross-sectional study included 347 undergraduate students from a private university in southern Brazil. Data were collected through an online questionnaire, including demographic, socioeconomic, and behavioral characteristics, as well as quality of life assessed using the WHOQOL-BREF. Academic performance was the outcome and was self-reported and categorized as “good” or “poor.” Logistic regression with a hierarchical model was used to examine associations. The results were interpreted using the odds ratio (OR), and 95% confidence interval. Results: The mean age was 22.28 years [Standard Deviation (SD) 5.05]. In the adjusted models, female students were more likely to report good academic performance (OR 2.55; 95% CI 1.30–4.98), as were those engaging in physical activity (OR 2.11; 95% CI 1.07–4.16). Higher psychological domain scores were also associated with better academic performance (OR 1.04; 95% CI 1.01–1.07).  Conclusão: Female sex, regular physical activity, and better psychological well-being were positively associated with academic performance. These findings highlight the need for institutional strategies that promote student well-being, particularly in the psychological domain, as a means of supporting academic success.

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