Social-Emotional Functioning Explains the Effects of Physical Activity on Academic Performance among Chinese Primary School Students: A Mediation Analysis

Yunting Zhang; Li Niu; Donglan Zhang; Patrick Ip; Frederick Ho; Yanrui Jiang; Wanqi Sun; Qi Zhu; Fan Jiang

doi:10.1016/j.jpeds.2018.11.045

Social-Emotional Functioning Explains the Effects of Physical Activity on Academic Performance among Chinese Primary School Students: A Mediation Analysis

J Pediatr. 2019 May:208:74-80. doi: 10.1016/j.jpeds.2018.11.045. Epub 2019 Jan 4.

Authors

Yunting Zhang¹, Li Niu², Donglan Zhang³, Patrick Ip⁴, Frederick Ho⁴, Yanrui Jiang⁵, Wanqi Sun⁵, Qi Zhu⁵, Fan Jiang⁶

Affiliations

¹ Child Health Advocacy Institute, Shanghai Children's Medical Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China.
² Department of Psychology, Fordham University, Bronx, NY.
³ Child Health Advocacy Institute, Shanghai Children's Medical Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China; Department of Public Health Policy and Management, College of Public Health, University of Georgia, Athens, GA.
⁴ Department of Pediatrics and Adolescent Medicine, University of Hong Kong, Queen Mary Hospital, Hong Kong, China.
⁵ Department of Developmental and Behavioral Pediatrics, Shanghai Children's Medical Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China.
⁶ Department of Developmental and Behavioral Pediatrics, Shanghai Children's Medical Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China; Ministry of Education-Shanghai Key Laboratory of Children's Environmental Health, Shanghai, China. Electronic address: fanjiang@shsmu.edu.cn.

PMID: 30612814
DOI: 10.1016/j.jpeds.2018.11.045

Abstract

Objective: 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.

Keywords: conduct problems; emotional problems; hyperactivity and inattention; moderate-to-vigorous physical activities; peer relationship; prosocial behaviors.

Publication types

Research Support, Non-U.S. Gov't

MeSH terms

Academic Performance*
Asian People*
Attention Deficit and Disruptive Behavior Disorders / psychology*
Child
China
Emotions*
Exercise*
Female
Humans
Life Style
Male
Risk Factors
Social Behavior*