Physical activity and academic achievement: an analysis of potential student- and school-level moderators

Behringer, Hannah K.; Saksvig, Emilie R.; Boedeker, Peter J.; Elish, Paul N.; Kay, Christi M.; Calvert, Hannah G.; Meyer, Adria M.; Gazmararian, Julie A.

doi:10.1186/s12966-022-01348-3

International Journal of Behavioral Nutrition and Physical Activity

Table 2 Cross-sectional associations of Grade 4 fall MVPA and course marks, moderated by student and school characteristics ^a

From: Physical activity and academic achievement: an analysis of potential student- and school-level moderators

	Math		Reading		Writing		Spelling
	Association (SE)	p	Association (SE)	p	Association (SE)	p	Association (SE)	p
Student Characteristics
MVPA	-0.053 (0.019)	0.005	-0.044 (0.016)	0.008	-0.060 (0.016)	0.000	-0.067 (0.022)	0.002
Gender	-0.524 (0.242)	0.031	0.676 (0.211)	0.001	1.143 (0.208)	0.000	0.560 (0.272)	0.040
MVPA * gender	-0.003 (0.027)	0.920	-0.014 (0.024)	0.545	0.009 (0.024)	0.688	-0.003 (0.032)	0.937
MVPA	-0.024 (0.021)	0.264	-0.039 (0.019)	0.040	-0.051 (0.018)	0.005	-0.023 (0.024)	0.343
Student FRL	-0.673 (0.296)	0.023	-0.480 (0.260)	0.064	-0.791 (0.254)	0.002	-0.852 (0.334)	0.011
MVPA * FRL	-0.055 (0.027)	0.047	-0.019 (0.024)	0.415	-0.009 (0.023)	0.691	-0.081 (0.030)	0.007
MVPA	0.008 (0.029)	0.797	-0.013 (0.025)	0.599	-0.046 (0.024)	0.059	-0.002 (0.032)	0.950
Hispanic	-0.721 (0.404)	0.074	-0.843 (0.353)	0.017	-0.735 (0.345)	0.033	-0.432 (0.453)	0.340
Black	-0.837 (0.376)	0.026	-0.589 (0.324)	0.070	-0.635 (0.318)	0.046	0.261 (0.423)	0.536
Asian	2.511 (0.437)	0.000	1.032 (0.380)	0.007	1.445 (0.373)	0.000	2.237 (0.488)	0.000
Mixed	1.043 (0.610)	0.087	0.878 (0.527)	0.096	1.059 (0.519)	0.041	2.015 (0.689)	0.004
MVPA * Hispanic	-0.105 (0.038)	0.005	-0.042 (0.032)	0.190	-0.023 (0.031)	0.461	-0.159 (0.041)	0.000
MVPA * Black	-0.101 (0.039)	0.009	-0.061 (0.032)	0.059	-0.013 (0.031)	0.678	-0.037 (0.041)	0.365
MVPA * Asian	-0.028 (0.048)	0.566	-0.049 (0.043)	0.252	0.012 (0.041)	0.778	-0.043 (0.054)	0.433
MVPA * Mixed	0.078 (0.066)	0.237	-0.014 (0.057)	0.800	-0.002 (0.056)	0.968	0.015 (0.074)	0.844
School Characteristics
MVPA	-0.054 (0.016)	0.001	-0.049 (0.013)	0.000	-0.056 (0.013)	0.000	-0.068 (0.017)	0.000
School % FRL	-0.009 (0.089)	0.916	-0.038 (0.077)	0.620	-0.099 (0.081)	0.221	-0.207 (0.086)	0.016
MVPA * % FRL	-0.001 (0.001)	0.025	-0.001 (< 0.001)	0.155	0.000 (< 0.001)	0.597	-0.002 (0.001)	0.010
MVPA	-0.037 (0.023)	(0.105)	-0.034 (0.019)	0.075	-0.027 (0.019)	0.148	-0.031 (0.025)	0.205
SPAPA Recess	1.119 (1.220)	0.359	0.772 (1.070)	0.471	-0.297 (1.116)	0.790	1.099 (1.158)	0.343
MVPA*SPAPA Recess	-0.03 (0.02)	0.272	-0.029 (0.025)	0.239	-0.053 (0.024)	0.029	-0.068 (0.032)	0.034
MVPA	-0.018 (0.026)	0.498	-0.002 (0.022)	0.947	-0.018 (0.022)	0.409	0.019 (0.029)	0.502
SPAPA PE	0.911 (1.067)	0.394	0.866 (0.925)	0.349	0.556 (0.975)	0.573	-0.766 (1.047)	0.464
MVPA*SPAPA PE	-0.054 (0.031)	0.079	-0.075 (0.026)	0.006	-0.071 (0.026)	0.033	-0.128 (0.033)	0.000

^a Models adjusted for student sex, race/ethnicity, FRL status, English Language Learner status, student with disabilities status, Grade 3 absences, Grade 3 tardies, special education course enrollment, school percentage female, school percentage black, school percentage Hispanic, school percentage FRL, school cohort (intervention or control), departmentalization, and prior achievement for the specific academic outcome (e.g., when assessing math grade as outcome, used Grade 3 average math grade). The 95% Confidence Interval for the indirect effect was found using the Monte Carlo method. In bold are the indirect effects found to be statistically significant using a Bonferroni corrected alpha of 0.00038

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ISSN: 1479-5868

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