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Article: Social-emotional functioning explains the effects of physical activity on academic performance among Chinese primary school students: a mediation analysis

TitleSocial-emotional functioning explains the effects of physical activity on academic performance among Chinese primary school students: a mediation analysis
Authors
Keywordsmoderate-to-vigorous physical activities
emotional problems
conduct problems
hyperactivity and inattention
peer relationship
Issue Date2019
PublisherMosby, Inc. The Journal's web site is located at http://www.elsevier.com/locate/jpeds
Citation
The Journal of Pediatrics, 2019, v. 208, p. 74-80 How to Cite?
AbstractObjective To examine the mediating effects of socioemotional and behavioral functioning in the association between physical activity and academic achievement in Chinese children. Study design Chinese children (n = 17 318; aged 6-11 years) from the Shanghai Children's Health, Education and Lifestyle Evaluation study in 2014 were the source of data. Children reported the time spent in moderate-to-vigorous physical activities (MVPA) during weekdays and weekends. Parents rated their children's socioemotional and behavioral difficulties. Head teachers rated the academic performance of each student. A mediation analysis with multiple mediators was performed to test the mediation effects of 5 socioemotional and behavioral variables (emotional problems, conduct problems, hyperactivity and inattention, peer relationship, and prosocial behaviors) in the association between MVPA and academic achievement, adjusting for demographic and health-related variables. Results Results revealed that MVPA was positively associated with academic performance (b = 0.78; SE = .01; P < .001). Conduct problems, hyperactivity and inattention, and peer problems showed significant mediating effects in the association between MVPA and academic achievement, with hyperactivity and inattention being the strongest mediator (b = 0.38; SE = 0.04; P < .001) accounting for 49% of the total effect. Conclusions This study provides evidence that MVPA is associated with fewer socioemotional difficulties, which, in turn, is associated with better academic achievement. Promoting physical activity among school-aged children may benefit their overall development
Persistent Identifierhttp://hdl.handle.net/10722/289817
ISSN
2019 Impact Factor: 3.7
2015 SCImago Journal Rankings: 1.849
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorZhang, Y-
dc.contributor.authorNiu, L-
dc.contributor.authorZhang, G-
dc.contributor.authorIp, P-
dc.contributor.authorHo, F-
dc.contributor.authorJiang, Y-
dc.contributor.authorSun, W-
dc.contributor.authorZhu, Q-
dc.contributor.authorJiang, F-
dc.date.accessioned2020-10-22T08:17:53Z-
dc.date.available2020-10-22T08:17:53Z-
dc.date.issued2019-
dc.identifier.citationThe Journal of Pediatrics, 2019, v. 208, p. 74-80-
dc.identifier.issn0022-3476-
dc.identifier.urihttp://hdl.handle.net/10722/289817-
dc.description.abstractObjective To examine the mediating effects of socioemotional and behavioral functioning in the association between physical activity and academic achievement in Chinese children. Study design Chinese children (n = 17 318; aged 6-11 years) from the Shanghai Children's Health, Education and Lifestyle Evaluation study in 2014 were the source of data. Children reported the time spent in moderate-to-vigorous physical activities (MVPA) during weekdays and weekends. Parents rated their children's socioemotional and behavioral difficulties. Head teachers rated the academic performance of each student. A mediation analysis with multiple mediators was performed to test the mediation effects of 5 socioemotional and behavioral variables (emotional problems, conduct problems, hyperactivity and inattention, peer relationship, and prosocial behaviors) in the association between MVPA and academic achievement, adjusting for demographic and health-related variables. Results Results revealed that MVPA was positively associated with academic performance (b = 0.78; SE = .01; P < .001). Conduct problems, hyperactivity and inattention, and peer problems showed significant mediating effects in the association between MVPA and academic achievement, with hyperactivity and inattention being the strongest mediator (b = 0.38; SE = 0.04; P < .001) accounting for 49% of the total effect. Conclusions This study provides evidence that MVPA is associated with fewer socioemotional difficulties, which, in turn, is associated with better academic achievement. Promoting physical activity among school-aged children may benefit their overall development-
dc.languageeng-
dc.publisherMosby, Inc. The Journal's web site is located at http://www.elsevier.com/locate/jpeds-
dc.relation.ispartofThe Journal of Pediatrics-
dc.subjectmoderate-to-vigorous physical activities-
dc.subjectemotional problems-
dc.subjectconduct problems-
dc.subjecthyperactivity and inattention-
dc.subjectpeer relationship-
dc.titleSocial-emotional functioning explains the effects of physical activity on academic performance among Chinese primary school students: a mediation analysis-
dc.typeArticle-
dc.identifier.emailIp, P: patricip@hku.hk-
dc.identifier.authorityIp, P=rp01337-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.jpeds.2018.11.045-
dc.identifier.pmid30612814-
dc.identifier.scopuseid_2-s2.0-85059357943-
dc.identifier.hkuros316070-
dc.identifier.volume208-
dc.identifier.spage74-
dc.identifier.epage80-
dc.identifier.isiWOS:000465236700015-
dc.publisher.placeUnited States-
dc.identifier.issnl0022-3476-

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