Disentangling the relationship between children's motor ability, executive function and academic achievement.
Disentangling the relationship between children's motor ability, executive function and academic achievement.
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DOI：
10.1371/journal.pone.0182845
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发表时间：
2017
期刊：
影响因子：
3.7
通讯作者：
Pesce C
中科院分区：
文献类型：
--
作者：
Schmidt M;Egger F;Benzing V;Jäger K;Conzelmann A;Roebers CM;Pesce C
尽管儿童的运动能力与他们的学习成绩之间的正相关关系经常被报道，但其潜在的机制仍然不清楚。行政职能确实被提出了，但作为潜在的调解人，几乎没有受到考验。因此，本研究的目的是考察执行功能在运动能力和学业成绩之间的中介作用，并考察特定运动能力对假设的学业成绩中介联系的个体贡献。每隔10周，对236名10至12岁的儿童进行运动能力(T1：心血管耐力、肌肉力量、运动协调)、核心执行功能(T2：更新、抑制、转移)和学习成绩(T3：数学、阅读、拼写)的测试。结构方程模型显示执行功能在运动能力与学业成绩的关系中起中介作用，表现为显著的间接效应。在单独的分析中，这三种运动能力中的每一种都与孩子的学习成绩呈正相关。然而，只有在儿童运动协调的情况下，执行功能的中介作用才能显著解释学业成绩数据的变异量。这些结果支持了一些模型，这些模型将执行功能视为一种机制，解释了儿童与体育活动相关的结果与学业成绩之间的关系，并加强了对高质量体育活动的倡导，不仅关注与健康相关的身体健康结果，而且还关注运动技能的发展和学习。
Even though positive relations between children’s motor ability and their academic achievement are frequently reported, the underlying mechanisms are still unclear. Executive function has indeed been proposed, but hardly tested as a potential mediator. The aim of the present study was therefore to examine the mediating role of executive function in the relationship between motor ability and academic achievement, also investigating the individual contribution of specific motor abilities to the hypothesized mediated linkage to academic achievement. At intervals of ten weeks, 236 children aged between 10 and 12 years were tested in terms of their motor ability (t1: cardiovascular endurance, muscular strength, motor coordination), core executive functions (t2: updating, inhibition, shifting), and academic achievement (t3: mathematics, reading, spelling). Structural equation modelling revealed executive function to be a mediator in the relation between motor ability and academic achievement, represented by a significant indirect effect. In separate analyses, each of the three motor abilities were positively related to children’s academic achievement. However, only in the case of children’s motor coordination, the mediation by executive function accounted for a significance percentage of variance of academic achievement data. The results provide evidence in support of models that conceive executive function as a mechanism explaining the relationship that links children’s physical activity-related outcomes to academic achievement and strengthen the advocacy for quality physical activity not merely focused on health-related physical fitness outcomes, but also on motor skill development and learning.
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影响因子：
3.7
作者：
Benzing V;Heinks T;Eggenberger N;Schmidt M
通讯作者：
Schmidt M
5岁以后的执行功能：变化和相关。
影响因子：
6.6
作者：
Best, John R.;Miller, Patricia H.;Jones, Lara L.
通讯作者：
Jones, Lara L.
影响因子：
1.5
作者：
Bull, R;Scerif, G
通讯作者：
Scerif, G
影响因子：
4
作者：
Chevalier, Nicolas;Blaye, Agnes
通讯作者：
Blaye, Agnes
影响因子：
3.1
作者：
Boudreau, Brock;Poulin, Christiane
通讯作者：
Poulin, Christiane