Physical Activity and School Engagement in Youth: A Systematic Review and Meta-Analysis

Owen, KB; Parker, PD; Van Zanden, B; MacMillan, F; Astell-Burt, T; Lonsdale, C

Physical Activity and School Engagement in Youth: A Systematic Review and Meta-Analysis

Owen, KB Parker, PD Van Zanden, B

MacMillan, F Astell-Burt, T Lonsdale, C

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Publisher:: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Publication Type:: Journal Article
Citation:: Educational Psychologist, 2016, 51, (2), pp. 129-145
Issue Date:: 2016-04-02

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Field	Value	Language
dc.contributor.author	Owen, KB
dc.contributor.author	Parker, PD
dc.contributor.author	Van Zanden, B https://orcid.org/0000-0001-9713-5486
dc.contributor.author	MacMillan, F
dc.contributor.author	Astell-Burt, T
dc.contributor.author	Lonsdale, C
dc.date.accessioned	2022-04-19T00:58:09Z
dc.date.available	2022-04-19T00:58:09Z
dc.date.issued	2016-04-02
dc.identifier.citation	Educational Psychologist, 2016, 51, (2), pp. 129-145
dc.identifier.issn	0046-1520
dc.identifier.issn	1532-6985
dc.identifier.uri	http://hdl.handle.net/10453/156384
dc.description.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.
dc.language	English
dc.publisher	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.relation.ispartof	Educational Psychologist
dc.relation.isbasedon	10.1080/00461520.2016.1151793
dc.rights	info:eu-repo/semantics/restrictedAccess
dc.subject	1303 Specialist Studies in Education, 1701 Psychology
dc.subject.classification	Education
dc.title	Physical Activity and School Engagement in Youth: A Systematic Review and Meta-Analysis
dc.type	Journal Article
utslib.citation.volume	51
utslib.for	1303 Specialist Studies in Education
utslib.for	1701 Psychology
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
utslib.copyright.status	in_progress	*
dc.date.updated	2022-04-19T00:58:08Z
pubs.issue	2
pubs.publication-status	Published
pubs.volume	51
utslib.citation.issue	2

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.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/156384