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Cristina Cadenas-Sanchez Jairo H. Migueles Irene Esteban-Cornejo Jose Mora-Gonzalez Pontus Henriksson María Rodriguez-Ayllon 《Journal of sports sciences》2020,38(7):731-740
ABSTRACTThe aim of this study was to examine the associations of fitness and physical activity with academic achievement in children with overweight/obesity. A total of 106 (10.0 ± 1.1y, 61 boys) children participated. The fitness components were assessed by field and laboratory-based tests. Physical activity was measured via accelerometry. The academic achievement was assessed by a standardised test and school-grades. Field-based cardiorespiratory fitness was associated with language skills (ß-standardised- ranging from 0.281 to 0.365, p < 0.01). The field-based muscular strength was associated with grade point average, natural and social sciences, and foreign language (ß = 0.280–0.326, all p ≤ 0.01). Speed-agility was associated with some language-related skills (ß = 0.325–0.393, all p ≤ 0.01). The laboratory-based muscular strength also showed an association with mathematics skills (ß = 0.251–0.306, all p ≤ 0.01). Physical activity did not show significant association with academic achievement (p > 0.01). Overall, the significant associations observed for muscular strength and speed/agility were attenuated and disappeared in many cases after additional adjustments for body mass index and cardiorespiratory fitness, indicating that these associations are inter-dependent. Our study contributes by indicating that other fitness components apart from cardiorespiratory fitness, such as muscular strength and speed-agility, are positively associated with academic achievement. However, these associations appear to be dependent on body mass index and cardiorespiratory fitness. 相似文献
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Kenny Bränberg Widar Henriksson Hans Nyquist Ingemar Wedman 《Scandinavian Journal of Educational Research》2013,57(3):189-203
This study describes the effects of sex, education and age on the total test score on the Swedish Scholastic Aptitude Test (SweSA T), a test used in the selection process to colleges and universities in Sweden since 1977. Its use has so far been limited to one of four quota groups consisting of applicants 25 years or older and with more than four years of work experience. Statistical methods used in this study are regression models with dummy variables and estimated with a corner‐point parameterization. The results indicate rather genuine differences in every variable studied. Test takers with a higher education obtain a higher mean score than those with a lower education and older test takers obtain a higher mean score on the subtests vocabulary (WORD) and general information (GI) than younger persons. The mean test score for men is higher than the corresponding score for women, even if differences in education and age are controlled for. Finally some statistical problems related to the analysis of data of this type are discussed. 相似文献
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The results for TIMSS population 2 in Sweden indicated that Swedish student achievement in mathematics was average. There were even mass media reports that indicated that Swedish students had some of the lowest results in mathematics. The issue that is addressed in this article is whether the performance of Swedish students is average or even low. To answer this, the basis of comparison between the different countries needs to be discussed. Mass media, for example, based its comparison on all 45 countries participating in TIMSS population 2 and in its national TIMSS report, the Swedish National Agency for Education presented a different selection of countries. The report compared the results of the 25 countries that met the sampling requirements set by the TIMSS International Study Centre. This focuses the discussion on what approaches are used when comparing results from different countries in an international comparative study. In this article the TIMSS results, as presented by the Swedish National Agency for Education, are compared with the results obtained with other methodological approaches. The comparison is based on the importance of three variables for the results of the comparison: equal number of years in school, the selection of countries, and the contents of the textbooks in the different countries. The results indicate that the number of years in school, as well as the content of the textbooks in each country, are important factors when comparing the results for different countries. 相似文献
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In recent years the interest in preschool mathematics has increased. However, studies seldom focus on children under the age of three and research is scarce on the early use of mathematics observed in natural settings. This article reports a study of mathematical possibilities during diaper changing in a preschool setting. A diaper change can be a communicative moment when the child can experience mathematics with a professional preschool teacher, but it can also be a moment of mechanical routine with no pedagogical context. The intention of the study presented here was to investigate the mathematical potential preschool teachers described in relation to diaper changing and to examine the ways this potential was put into action. Both similarities and differences emerged regarding the mathematical potential preschool teachers described in relation to diaper changing and the mathematical content that they were observed to communicate. The results show that it is possible to communicate mathematical content in a pedagogical way during diaper changes, making this routine a learning opportunity for children. However, the results also show variations in the observed range and context of such communication, and therefore the potential for mathematical learning during diaper changes seems to differ widely. 相似文献
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