Physical Activity and Executive Functioning In University Students: A Cross-Sectional Study Using Performance-Based and Self-Report Measures

Objective: This study investigated how varying physical activity intensities correlate with executive functions in university students by merging performance-based data with behavioral observations. Materials and Methods: A total of 212 undergraduates (112 females, 100 males; mean age: 21.21 ± 1.91 years) participated in this cross-sectional study. Activity patterns were assessed using the IPAQ-SF. Executive functions were evaluated through a dual-perspective approach using the Stroop Test–TBAG Form (performance-based) and the Behavior Rating Inventory of Executive Function–Adult Version (BRIEF-A) (behavioral). Data were analyzed using Pearson correlation analysis, one-way ANOVA, and hierarchical multiple regression to determine whether moderate-to-vigorous physical activity (MVPA) predicted executive functioning after controlling for age and gender. Results: Higher total (r = −0.280, p = 0.001) and moderate-to-vigorous activity (r = −0.330 to −0.360, p < 0.001) were associated with superior executive functioning. MVPA correlated with lower Stroop interference (r = −0.330, p < 0.001), better Metacognition Index (r = −0.360, p < 0.001), and better Global Executive Composite scores (r = −0.340, p < 0.001). Conversely, sedentary time was linked to poorer performance (r = 0.300, p < 0.001). Regression analyses confirmed MVPA as a significant predictor. Sufficiently active students showed better Stroop, Metacognition, and Global Executive Composite scores (p < 0.001), while no group differences were found in Behavioral Regulation (p = 0.120). Conclusions: Sufficient total activity and MVPA are associated with enhanced inhibitory control and metacognition in university students, whereas sedentary behavior reduces executive efficiency. Promoting MVPA in campus settings may support both cognitive and physical health.