Student Presenter(s): Raiyan Sami, Shuoen Liu, Sabrina Popal
Faculty Mentor: Nicole Calma-Roddin
Department: Behavioral Sciences
School/College: College of Arts & Sciences, Long Island

Individuals hold beliefs about their capabilities to perform certain types of tasks across different areas. This is referred to as self-efficacy. Prior research has shown that exercise and academic self-efficacy are two distinct concepts that develop through different ways. However, prior work has shown that individuals who are more physically active typically achieve higher academic scores (Van Dusen et al., 2011). In this study, we will be examining the role of exercise self-efficacy and the effects it may have on the academic performance of college students. Participants enrolled at the New York Institute of Technology will take an online survey through Qualtrics (consisting of both original items and those inspired by prior questionnaires) asking about their exercise habits, their academic performance across different subject areas, and their overall GPA. We expect levels of exercise self-efficacy to positively correlate with academic performance. These findings may lead to future work determining whether developing exercise self-efficacy could be effective in improving academic performance in college students and connect these two otherwise distinct fields of self-efficacy.