000153231 001__ 153231
000153231 005__ 20251017144640.0
000153231 0247_ $$2doi$$a10.1016/j.cedpsych.2025.102364
000153231 0248_ $$2sideral$$a143719
000153231 037__ $$aART-2025-143719
000153231 041__ $$aeng
000153231 100__ $$0(orcid)0000-0002-2229-6653$$aMartín-Bozas, Fernando$$uUniversidad de Zaragoza
000153231 245__ $$aThe mediation role of executive functions as predictors between physical activity and academic performance in high school students
000153231 260__ $$c2025
000153231 5060_ $$aAccess copy available to the general public$$fUnrestricted
000153231 5203_ $$aSeveral studies have highlighted the intricate interplay between physical activity, executive functions, and academic performance. However, the nuanced relationships among these variables necessitate further investigation into the roles of physical activity and executive functions as predictors or mediators of academic success. A study was conducted with a convenience sample comprising 172 Spanish high school students. This study assessed physical activity levels, executive functions (specifically focusing on cognitive components such as attention and inhibition, as well as the affective component of emotional regulation), and academic performance. The findings revealed several key insights: firstly, both physical activity and cognitive executive functions (specifically attention and inhibition) emerged as significant predictors of academic performance. However, emotional regulation did not show a significant predictive relationship. Secondly, cognitive executive functions (attention and inhibition) were found to partially mediate the association between physical activity and academic performance. These results suggest that interventions targeting improvements in both physical activity levels and cognitive executive functions, particularly attention and inhibition, may yield positive outcomes in terms of academic performance among students in compulsory secondary education.
000153231 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S49-23R$$9info:eu-repo/grantAgreement/ES/MCIU-AEI-FEDER/PGC2018-098742-B-C31
000153231 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000153231 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000153231 700__ $$0(orcid)0000-0001-8471-9415$$aEscolano-Pérez, Elena$$uUniversidad de Zaragoza
000153231 700__ $$0(orcid)0000-0003-3762-9374$$aBestué-Laguna, Marta$$uUniversidad de Zaragoza
000153231 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000153231 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000153231 773__ $$g81 (2025), 102364 [10 pp.]$$pContemp. educ. psychol.$$tCONTEMPORARY EDUCATIONAL PSYCHOLOGY$$x0361-476X
000153231 8564_ $$s900689$$uhttps://zaguan.unizar.es/record/153231/files/texto_completo.pdf$$yVersión publicada
000153231 8564_ $$s2489819$$uhttps://zaguan.unizar.es/record/153231/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000153231 909CO $$ooai:zaguan.unizar.es:153231$$particulos$$pdriver
000153231 951__ $$a2025-10-17-14:31:42
000153231 980__ $$aARTICLE