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Comparison of distress tolerance and emotional expressiveness in athletic and non-athletic students
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1
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| Subject:
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Cognitive-Social Applications of Brain Mapping, such as talent identification, neuroleadership, and neurocognitive recruitment
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Presenter Author:
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| Name:
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Jamal Mostafazadehderik
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Author:
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| Name 1:
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Jamal Mostafazadehderik - Corresponding - Presenter
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| Affiliation 1:
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Department of Psychology, Payam Noor University of Urmia, Urmia, Iran
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| Name 2:
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rahim Mostafazadeh derik
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| Affiliation 2:
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Department of Educational Affairs, Urmia University of Education, Urmia, Iran
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Abstract
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Original Research
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introduction :
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The present study aimed to compare distress tolerance and emotional expressiveness between athlete and non-athlete university students. Considering the role of physical activity in enhancing emotion regulation and psychological adjustment, examining the differences between these two groups can contribute to a better understanding of the protective mechanisms of mental health in the student population.
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Methods:
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The research method was descriptive–comparative. The study population consisted of students of Payame Noor University of Urmia in the year 1404, from whom 100 students were selected through convenience sampling (50 athletes who were actively engaged in at least three training sessions per week and 50 non-athletes).To measure distress tolerance, the Distress Tolerance Scale developed by Simons and Gaher (2005) was used, and emotional expressiveness was assessed using the Emotional Expressiveness Questionnaire by King and Emmons (1990). After checking the normality of the data, analyses were conducted using independent t-tests and analysis with SPSS version 19.
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Results:
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The findings showed that the mean distress tolerance score of athlete students was significantly higher than that of non-athletes (p < 0.05). Athletes obtained better scores in subscales such as tolerance of negative emotions, regulation of unpleasant emotions, and acceptance of distress. The results also indicated that the level of positive emotional expressiveness was significantly higher in the athlete group (p < 0.05), while no substantial difference was found between the groups regarding negative emotional expressiveness. These findings suggest that regular participation in sports activities is associated with improved distress tolerance and more adaptive emotional expressiveness.
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Conclusion:
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The t-test results demonstrated that regular physical activity can serve as a protective factor against experiencing distress and emotional expression difficulties. Athlete students showed greater ability in managing negative emotions and using appropriate methods of emotional expression. These results highlight the importance of developing sports programs within university settings to promote students’ mental health. Based on the present findings, measures can be taken to increase students’ engagement in physical activities.
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| Attachment:
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| Keywords:
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distress tolerance , emotional expressiveness , exercise
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| Key message:
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