Frontiers in psychology · 2026
Martial arts practice and self-identity development among college students: evidence from an embodied psychological perspective.
СтатьяНазвание и аннотация: Перевод в очереди
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Zhou Jiabing, Zheng Cheng, Hu Mengmeng, Liu Yali
Аннотация
BACKGROUND: Emerging adulthood (18-25 years) is a critical developmental period characterized by identity exploration and psychological vulnerability. College students frequently experience stress, identity confusion, and mental health challenges. Martial arts training has been associated with psychological benefits; however, its role in identity development and the mechanisms underlying this relationship remain unclear. Grounded in an embodied psychological framework, this study examined whether an 8-week structured martial arts intervention enhances self-identity development among college students and whether embodied awareness mediates this effect.
METHODS: An 8-week intervention study quasi-experimental pre-post design was employed with 58 undergraduate students (aged 18-25 years) recruited from Guangdong University of Petrochemical Technology, China. Participants were allocated to a Martial Arts Intervention Group (MAIG; n = 29) or a Waitlist Control Group (WCG; n = 29). The MAIG completed an 8-week instructor-led training program (3 sessions/week), while the WCG maintained usual activities. Self-identity (EIPQ), embodied awareness (MAIA-2), self-esteem (Rosenberg Scale), and resilience (CD-RISC-10) were assessed at baseline and post-intervention. Mixed-design ANOVA and bootstrapped mediation analyses (PROCESS Model 4; 5,000 resamples) were conducted.
RESULTS: Significant Time × Group interaction effects were observed for identity commitment, embodied awareness, self-esteem, and resilience (all p < 0.001). The intervention group showed large improvements across all outcomes (partial η2 = 0.618-0.781). Mediation analysis revealed that changes in embodied awareness significantly mediated the relationship between group assignment and changes in identity commitment (95% CI did not include zero), indicating partial mediation.
DISCUSSION: Findings support the embodied perspective, suggesting that structured martial arts training promotes identity consolidation through enhanced bodily awareness. Martial arts may serve as an effective, body-based intervention to foster psychological development and resilience among college students.
METHODS: An 8-week intervention study quasi-experimental pre-post design was employed with 58 undergraduate students (aged 18-25 years) recruited from Guangdong University of Petrochemical Technology, China. Participants were allocated to a Martial Arts Intervention Group (MAIG; n = 29) or a Waitlist Control Group (WCG; n = 29). The MAIG completed an 8-week instructor-led training program (3 sessions/week), while the WCG maintained usual activities. Self-identity (EIPQ), embodied awareness (MAIA-2), self-esteem (Rosenberg Scale), and resilience (CD-RISC-10) were assessed at baseline and post-intervention. Mixed-design ANOVA and bootstrapped mediation analyses (PROCESS Model 4; 5,000 resamples) were conducted.
RESULTS: Significant Time × Group interaction effects were observed for identity commitment, embodied awareness, self-esteem, and resilience (all p < 0.001). The intervention group showed large improvements across all outcomes (partial η2 = 0.618-0.781). Mediation analysis revealed that changes in embodied awareness significantly mediated the relationship between group assignment and changes in identity commitment (95% CI did not include zero), indicating partial mediation.
DISCUSSION: Findings support the embodied perspective, suggesting that structured martial arts training promotes identity consolidation through enhanced bodily awareness. Martial arts may serve as an effective, body-based intervention to foster psychological development and resilience among college students.