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Aerobic fitness and academic achievement: Disentangling the indirect role of executive functions and intelligence.
Yangüez, Marc; Raine, Lauren; Chanal, Julien; Bavelier, Daphne; Hillman, Charles H.
Afiliación
  • Yangüez M; Faculty of Psychology, University of Geneva, Switzerland; Campus Biotech, University of Geneva, Switzerland. Electronic address: marc.yanguezescalera@unige.ch.
  • Raine L; Northeastern University, United States. Electronic address: l.raine@northeastern.edu.
  • Chanal J; Faculty of Psychology, University of Geneva, Switzerland; Distance Learning University, Brig, Switzerland. Electronic address: Julien.chanal@unige.ch.
  • Bavelier D; Faculty of Psychology, University of Geneva, Switzerland; Campus Biotech, University of Geneva, Switzerland. Electronic address: daphne.bavelier@unige.ch.
  • Hillman CH; Northeastern University, United States. Electronic address: c.hillman@northeastern.edu.
Psychol Sport Exerc ; 70: 102514, 2024 01.
Article en En | MEDLINE | ID: mdl-37683338
ABSTRACT
Research in children points to aerobic fitness as a source of individual differences in academic achievement. By examining the indirect effects of executive functions (EF) and intelligence on the relationship between aerobic fitness and academic achievement, the present study provides novel insight about the cognitive mechanisms underlying this relationship. 218 children (8-10 years) completed the following assessments (i) a VO2max test to assess aerobic fitness; (ii) four tasks tapping components of EF (i.e., inhibition and cognitive flexibility); (iii) sub-tests of the Kaufman Brief Intelligence Test to assess fluid and crystallized intelligence; and (iv) sub-tests of arithmetic, spelling, and reading achievement (WRAT 3rd edition). Structural equation modeling (SEM) was conducted to examine the indirect role of EF and intelligence on the relationship between aerobic fitness and sub-domains of academic achievement. Covariate analyses included age, pubertal timing, and socio-economic status. Preliminary analysis via linear regression showed a direct effect of aerobic fitness on arithmetic achievement, whereas no effect was observed on spelling and reading achievement. Importantly, multiple mediation SEM revealed the direct effect of aerobic fitness on arithmetic achievement disappeared after accounting for the indirect effects of EF, whereas intelligence did not contribute significantly on this complex mediation process. Moreover, among EF components, cognitive flexibility, was the main driver of the relationship between aerobic fitness and arithmetic achievement. Unpacking which components of EF and intelligence affect the link between aerobic fitness and academic achievement, holds the promise of better understanding the heterogeneity still present in the literature.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Función Ejecutiva / Éxito Académico Límite: Child / Humans Idioma: En Revista: Psychol Sport Exerc Año: 2024 Tipo del documento: Article Pais de publicación: Países Bajos
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Función Ejecutiva / Éxito Académico Límite: Child / Humans Idioma: En Revista: Psychol Sport Exerc Año: 2024 Tipo del documento: Article Pais de publicación: Países Bajos