Abstract

Objective: To examine the differences in experiences of stress, emotional well-being, and physical activity among international and domestic students. Participants: Domestic (n = 4,035) and international (n = 605) students at a large Canadian university. Methods: Responses to items on stress, emotional well-being (happiness and satisfaction with life), and moderate-to-vigorous physical activity (MVPA) and strength training were self-reported. Group differences were explored in a multivariate analysis of variance model, and student status was tested as a moderator of the associations between stress, emotional well-being (happiness and satisfaction with life), and MVPA. Results: International students reported significantly lower stress and emotional well-being compared to domestic students, and fewer days of MVPA. Student status moderated the association between stress and MVPA, with the association significant for domestic students. Conclusions: Given the findings, international students may have distinct attitudes and beliefs toward MVPA that could be targeted in tailored interventions.

摘要

目的：调查国际和国内学生在压力、情绪健康和身体活动方面的差异。参与者： 加拿大一所大型大学的国内 ( n  = 4,035) 和国际 ( n = 605) 学生。方法：自我报告对压力、情绪健康（幸福感和生活满意度）、中度至剧烈体育活动 (MVPA) 和力量训练等项目的反应。在方差模型的多变量分析中探讨了群体差异，并将学生身份作为压力、情绪健康（幸福感和生活满意度）和 MVPA 之间关联的调节因子进行了测试。结果：与国内学生相比，国际学生的压力和情绪幸福感显着降低，MVPA 天数也更少。学生身份缓和了压力与 MVPA 之间的关联，该关联对国内学生具有显着意义。结论：鉴于调查结果，国际学生可能对 MVPA 有不同的态度和信念，这些态度和信念可以作为针对性干预的目标。