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The Mediating Role of Self-Concept between Sports-Related Physical Activity and Mathematical Achievement in Fourth Graders

Author

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  • Laura C. Dapp

    (Department of Psychology, University of Bern, Hochschulzentrum vonRoll, Fabrikstrasse 8, 3012 Bern, Switzerland)

  • Claudia M. Roebers

    (Department of Psychology, University of Bern, Hochschulzentrum vonRoll, Fabrikstrasse 8, 3012 Bern, Switzerland)

Abstract

Being physically active has many benefits for children and adolescents. It is essential for various aspects of physical and mental health, and also positively influences academic performance and school achievement. In addressing the still incomplete understanding of the link between physical activity (PA) and academic achievement, the present study scrutinized the open issues regarding different roles of PA type and PA duration within the relation between self-reported PA and objectively measured mathematical achievement in fourth graders. As to the type of PA, the current study distinguished between structured and unstructured sports activities children perform in their leisure time. Moreover, the current study investigated the indirect effect of PA on mathematical achievement by controlling for the mathematical self-concept as a mediating variable. Results showed PA to be positively related to mathematical outcomes if implemented in a structured setting and pursued for at least two hours per week. As to the mediation, the results revealed a full mediation, indicating PA to improve mathematical self-concept, which, in turn, positively affected mathematical achievement. Thus, engaging in structured PA for two hours or more a week may have additional benefits for children’s and adolescents’ self-concept in a way that is favorable and encouraging for promoting their academic achievement.

Suggested Citation

  • Laura C. Dapp & Claudia M. Roebers, 2019. "The Mediating Role of Self-Concept between Sports-Related Physical Activity and Mathematical Achievement in Fourth Graders," IJERPH, MDPI, vol. 16(15), pages 1-16, July.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:15:p:2658-:d:251528
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    1. Jane E. K. Hartley & Kate Levin & Candace Currie, 2016. "A new version of the HBSC Family Affluence Scale - FAS III: Scottish Qualitative Findings from the International FAS Development Study," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 9(1), pages 233-245, March.
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    Cited by:

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    2. Joca Zurc & Jurij Planinšec, 2022. "Associations between Physical Activity and Academic Competence: A Cross-Sectional Study among Slovenian Primary School Students," IJERPH, MDPI, vol. 19(2), pages 1-18, January.
    3. Francesca Latino & Francesco Tafuri, 2023. "Physical Activity and Academic Performance in School-Age Children: A Systematic Review," Sustainability, MDPI, vol. 15(8), pages 1-18, April.
    4. Tianjiao Wang & Congbin Guo, 2022. "Inverted U-Shaped Relationship between Physical Activity and Academic Achievement among Chinese Adolescents: On the Mediating Role of Physical and Mental Health," IJERPH, MDPI, vol. 19(8), pages 1-13, April.
    5. Elena Escolano-Pérez & Marta Bestué, 2021. "Academic Achievement in Spanish Secondary School Students: The Inter-Related Role of Executive Functions, Physical Activity and Gender," IJERPH, MDPI, vol. 18(4), pages 1-25, February.
    6. Anyan Huang & Mingfan Sun & Xuanzhi Zhang & Yuhang Lin & Xuecong Lin & Kusheng Wu & Yanhong Huang, 2021. "Self-Concept in Primary School Student with Dyslexia: The Relationship to Parental Rearing Styles," IJERPH, MDPI, vol. 18(18), pages 1-14, September.

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