Psychosocial Correlates of Physical Activity Engagement in University Students: A Systematic Review of Resilience and Emotional Processes

Background: Physical exercise is key to good health, but during the transition to university, levels of physical activity often decline. In this context, resilience and emotional intelligence are important psychological resources that may support sustained participation in sport, while exercise-related emotional processes, including affective experiences such as enjoyment, boredom, and anger, may also influence engagement in physical activity. Objective: to analyze the relationship between adherence to sports-related physical activity and psychosocial variables such as resilience and emotional processes among university students. Methods: This systematic review followed the PRISMA guidelines and was registered in PROSPERO (CRD42025641102). The search was conducted in January 2025 in PubMed, Web of Science and Scopus. Quantitative and qualitative studies evaluating sporting engagement related to resilience or emotional components among university students were selected. Risk of bias was assessed using the Mixed Methods Appraisal Tool. Results: five studies with sample sizes ranging from 72 to over 48,000 participants were included. High levels of resilience were associated with more frequent participation in recreational activities and acted as a protective factor against academic stress. Enjoyment is the strongest predictor of behavioral and emotional commitment to sport. Conversely, boredom and negative emotions predict lower levels of future participation. Students with higher emotional responses coped better with psychological barriers and reported greater satisfaction with their performance, which ensures the habit is maintained. Conclusion: Resilience and emotional processes appear to be associated with physical activity engagement among university students. However, given the limited number of studies and their heterogeneity, these findings should be interpreted as preliminary and hypothesis-generating. The results suggest the potential relevance of fostering these psychological capacities as part of broader strategies aimed at reducing sedentary behavior and promoting mental wellbeing in university populations.