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Physical activity and school engagement in youth: a systematic review and meta-analysis

Journal Article


Abstract


  • Physical activity is associated with numerous health benefits in youth; however, these benefits could extend further than health, into education. Our aim was to systematically review and combine in meta-analyses evidence concerning the association between physical activity and the dimensions of school engagement, including behavior (e.g., time-on-task), emotions (e.g., lesson enjoyment), and cognition (e.g., self-regulated learning). We conducted meta-analyses using structural equation modeling on results from 38 studies. Overall, physical activity had a small, positive association with school engagement (d = .28, I2 = .86), 95% confidence interval [.12, .46]. This association was moderated by study design, with significant associations shown in randomized controlled trials but not in studies employing other designs. Risk of bias was also a significant effect moderator, as studies with a low risk of bias showed significant associations but not high risk of bias studies. Altogether, these results suggest that physical activity could improve school engagement.

Authors


  •   Owen, Katherine B. (external author)
  •   Parker, Philip (external author)
  •   Van Zanden, Brooke (external author)
  •   Macmillan, Freya (external author)
  •   Astell-Burt, Thomas E.
  •   Lonsdale, Chris (external author)

Publication Date


  • 2016

Citation


  • Owen, K. B., Parker, P. D., Van Zanden, B., MacMillan, F., Astell-Burt, T. & Lonsdale, C. (2016). Physical activity and school engagement in youth: a systematic review and meta-analysis. Educational Psychologist, 51 (2), 129-145.

Scopus Eid


  • 2-s2.0-84961909552

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2226

Has Global Citation Frequency


Number Of Pages


  • 16

Start Page


  • 129

End Page


  • 145

Volume


  • 51

Issue


  • 2

Place Of Publication


  • United States

Abstract


  • Physical activity is associated with numerous health benefits in youth; however, these benefits could extend further than health, into education. Our aim was to systematically review and combine in meta-analyses evidence concerning the association between physical activity and the dimensions of school engagement, including behavior (e.g., time-on-task), emotions (e.g., lesson enjoyment), and cognition (e.g., self-regulated learning). We conducted meta-analyses using structural equation modeling on results from 38 studies. Overall, physical activity had a small, positive association with school engagement (d = .28, I2 = .86), 95% confidence interval [.12, .46]. This association was moderated by study design, with significant associations shown in randomized controlled trials but not in studies employing other designs. Risk of bias was also a significant effect moderator, as studies with a low risk of bias showed significant associations but not high risk of bias studies. Altogether, these results suggest that physical activity could improve school engagement.

Authors


  •   Owen, Katherine B. (external author)
  •   Parker, Philip (external author)
  •   Van Zanden, Brooke (external author)
  •   Macmillan, Freya (external author)
  •   Astell-Burt, Thomas E.
  •   Lonsdale, Chris (external author)

Publication Date


  • 2016

Citation


  • Owen, K. B., Parker, P. D., Van Zanden, B., MacMillan, F., Astell-Burt, T. & Lonsdale, C. (2016). Physical activity and school engagement in youth: a systematic review and meta-analysis. Educational Psychologist, 51 (2), 129-145.

Scopus Eid


  • 2-s2.0-84961909552

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2226

Has Global Citation Frequency


Number Of Pages


  • 16

Start Page


  • 129

End Page


  • 145

Volume


  • 51

Issue


  • 2

Place Of Publication


  • United States