Explaining the Process of Experiencing Vitality and Self-Belief among University Students through Resistance Training: A Qualitative Grounded Theory Study

Introduction and purpose: Introduction: The present study aimed to explain the process by which participation in an eight-week resistance training program shaped university students’ experiences of vitality, self-belief, and an active lifestyle.
Methodology: A qualitative design using the systematic grounded theory approach of Strauss and Corbin (1998) was employed. The study setting was Amirkabir University of Technology, and participants were undergraduate students who voluntarily engaged in structured resistance training sessions. Purposive and theoretical sampling continued until data saturation. Data were collected through in-depth semi-structured interviews and analyzed using open, axial, and selective coding.
Findings: Findings revealed that resistance training created a “psychosocial transformational process” for students. This process emerged through the interaction of causal conditions (academic pressure and psychological fatigue), contextual conditions (supportive training environment, group interaction, and instructor feedback), intervening conditions (intrinsic motivation, sleep and nutrition patterns), and action–interaction strategies (self-regulation, self-monitoring, and focusing on personal progress). The consequences included enhanced vitality, increased self-confidence, improved body image, and the adoption of a healthier lifestyle.
Conclusion: The study concludes that resistance training in an academically demanding university setting functions beyond physical exercise and contributes to psychological empowerment, identity reconstruction, and the promotion of student well-being.