The Role of Physical Activity and Emotional Intelligence in Predicting Students' Social Compliance

M. Ridwan Fauzi; Mela Suhariyanti; Yopi Hutomo Bhakti; Guntur Yulisatria

Authors

M. Ridwan Fauzi Universitas Muhammadiyah Kotabumi Author
Mela Suhariyanti Universitas Muhammadiyah Kotabumi Author
Yopi Hutomo Bhakti Universitas Muhammadiyah Kotabumi Author
Guntur Yulisatria Universitas Muhammadiyah Kotabumi Author

Keywords:

Physical Activity; Emotional Intelligence; Social Compliance; University Students; Character Education

Abstract

The dynamics of campus life in the modern era present challenges related to students' discipline, adherence to norms, and social responsibility. Social compliance is not only a reflection of rule obedience but also an indicator of emotional maturity and character development in higher education. This study aims to analyze the influence of physical activity and emotional intelligence on students' social compliance and to examine the mediating role of emotional intelligence in the relationship between physical activity and social compliance. This research employed a quantitative approach with an explanatory design. The sample consisted of 100 active students involved in campus physical activities, selected using purposive sampling. Instruments included an adapted International Physical Activity Questionnaire (IPAQ), an emotional intelligence scale, and a contextualized social compliance scale. The data were analyzed using multiple linear regression and mediation analysis after meeting classical assumption tests. The results indicate that physical activity and emotional intelligence significantly influence students' social compliance both simultaneously (R = 0.671; R² = 0.450) and partially. Physical activity significantly predicts emotional intelligence (β = 0.413; p < 0.001), emotional intelligence significantly predicts social compliance (β = 0.492; p < 0.001), and emotional intelligence partially mediates the relationship between physical activity and social compliance. These findings highlight the importance of integrating structured physical activity and emotional intelligence development as strategic components of character education in higher education institutions.

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