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Relationship between aerobic fitness and academic performance: the mediational role of executive function
Silje E Kvalø1, Sindre M Dyrstad2,3, Edvin Bru4
1Department of Education and Sport Science, University of Stavanger, Stavanger, Norway - silje.e.kvalo@uis.no.
Background:
This cross-sectional study investigated whether the relationship between aerobic fitness and academic performance was mediated by executive functioning.
Methods:
A total of 378 children (9-10 years old) from nine primary schools in Stavanger, Norway were included. The children's aerobic fitness was measured by a 10-minute interval-running test; executive function was tested by four cognitive tests (Stroop, Trail Making, Verbal Fluency and Backwards Digit Span). A composite score for executive functions was computed and used in analyses. Academic achievement in reading, mathematics and English was determined using Norwegian national standardized tests.
Results:
Bivariate correlation analysis showed the following significant associations: mathematic achievement with executive functions (r=0.48, P=0.001), aerobic fitness with mathematics (r=0.13, P=0.012) and executive functions (r=0.17, P=0.001). A regression-based mediation analysis (PROCESS) with executive function as a mediator variable was conducted. Mediation analysis showed that the relationship between aerobic fitness and mathematic achievement was mediated by executive functions (P<0.001).
Conclusions:
Findings revealed an indirect effect of executive function on the positive relationship between aerobic fitness and mathematic achievement.
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