Direct and indirect effects of physiological, psychological and cognitive variables on academic achievement in children
BackgroundAssociations between cardiorespiratory fitness (CRF), screen time, psychological well-being, executive functions, and academic achievement have been reported, however, few studies have analysed models considering the effect of all these variables on academic achievement. This study aims to...
| Autores: | , , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universidad de Castilla-La Mancha |
| Repositorio: | RUIdeRA. Repositorio Institucional de la UCLM |
| OAI Identifier: | oai:ruidera.uclm.es:10578/39780 |
| Acceso en línea: | https://hdl.handle.net/10578/39780 |
| Access Level: | acceso abierto |
| Palabra clave: | Academic achievement Children Cognitive variables Effects |
| Sumario: | BackgroundAssociations between cardiorespiratory fitness (CRF), screen time, psychological well-being, executive functions, and academic achievement have been reported, however, few studies have analysed models considering the effect of all these variables on academic achievement. This study aims to analyse the direct and indirect associations of mothers education level, CRF, screen time, psychological well being, executive functions, with academic achievement in schoolchildren, by sex.MethodsThis was a cross-sectional analysis of MOVI-daFit! study including 519 schoolchildren (49.52% girls) aged 9–11 years old. Executive functions were assessed with the NIH Toolbox, CRF with the 20m shuttle run test, academic achievement through the final academic grades in language and mathematics and mothers education level, screen time and well being by questionnaires.ResultsStructural equation modelling revealed that in boys cognitive flexibility had a significant direct effect on academic achievement and screen time a total significant effect on academic achievement. In girls, CRF was associated with inhibition and psychological well-being, and this was associated with academic achievement.ConclusionsPhysiological, psychological, and behavioural variables act together to impact academic achievement, and that differences by sex might exist. Thus, strategies to enhance academic achievement in schoolchildren should consider psychological well-being, CRF, screen time, and sex differences. |
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