Sex differences on the relation among gross motor competence, cognition, and academic achievement in children

An association between gross motor competence (GMC) and academic achievement (AA) has been described, but the potential mechanisms behind this association are still unknown. It is not known either whether these mechanisms are similar for boys and girls. The aim of this study was to analyse whether t...

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Veröffentlicht in:Scandinavian journal of psychology 2022-10, Vol.63 (5), p.504-512
Hauptverfasser: Fernández‐Sánchez, Antonio, Redondo‐Tébar, Andrés, Sánchez‐López, Mairena, Visier‐Alfonso, María Eugenia, Muñoz‐Rodríguez, José Ramón, Martínez‐Vizcaíno, Vicente
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container_end_page 512
container_issue 5
container_start_page 504
container_title Scandinavian journal of psychology
container_volume 63
creator Fernández‐Sánchez, Antonio
Redondo‐Tébar, Andrés
Sánchez‐López, Mairena
Visier‐Alfonso, María Eugenia
Muñoz‐Rodríguez, José Ramón
Martínez‐Vizcaíno, Vicente
description An association between gross motor competence (GMC) and academic achievement (AA) has been described, but the potential mechanisms behind this association are still unknown. It is not known either whether these mechanisms are similar for boys and girls. The aim of this study was to analyse whether the association between GMC and AA is mediated by executive functions (EFs), and to investigate whether this mediation differs by sex. This cross‐sectional study involved 451 children aged 8 to 10 (234 girls; mean age 9.95 ± 0.59). The Movement Assessment Battery for Children‐Second Edition (MABC‐2), NIH Toolbox, and grades in language and mathematics were used to test GMC, EFs, and AA, respectively. Multifactorial structural equation model (SEM) was used to evaluate a possible relation between variables, controlling for confounders. The differences by sex were examined using a multi‐group SEM approach. The results showed that EFs acted as a full mediator of the relationship between GMC and AA in boys (β = 0.14, p = 0.012) but not in girls (β = 0.10, p = 0.326). These results show that the benefit of GMC on AA is mediated by EFs in boys but not in girls. Nevertheless, these conclusions should be carefully considered due to the cross‐sectional nature of the study.
doi_str_mv 10.1111/sjop.12827
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subjects Academic achievement
Academic Success
Child
Children
Children & youth
Cognition
Cross-Sectional Studies
Development and Aging
Educational Status
Empirical
Female
Girls
Humans
Male
mediation analysis
motor competence
Sex Characteristics
Sex differences
Structural equation modeling
structural equation model
title Sex differences on the relation among gross motor competence, cognition, and academic achievement in children
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