Students' aerobic fitness, self-regulation, and mathematical performance in primary school.
- 1Department of Education and Sport Science, University of Stavanger, Stavanger, Norway.
- 2Human Development and Family Sciences, Oregon State University, Corvallis, OR, United States.
- 3Center of Learning Environment, University of Stavanger, Stavanger, Norway.
Abstract
Purpose
This study examined the relationships between aerobic fitness, behavioral self-regulation, and mathematics performance in primary school students, and evaluated the effect of a 10-month school-based Physical activity intervention on self-regulation.Methods
The Active School study was a ten-month cluster-randomized controlled trial. The sample consisted of 435 students (9-10-years old) in five intervention schools and four control schools. Teachers assessed students' self-regulation using the Child Behavior Rating Scale (CBRS), at pre- and post-intervention. Aerobic fitness was assessed with a 10-minute interval running test, and mathematical achievement was determined using Norwegian national standardized tests in mathematics.Results
Partial correlations indicated that aerobic fitness was significantly correlated with self-regulation (r = 0.22, p < .001) and with mathematics scores (r = 0.17, p < 0.01). Linear mixed models showed that self-regulation was consistently positively associated with mathematics performance (B = 0.54, (95%) CI [0.44, 0.64], p < 0.001). Aerobic fitness was positively associated with mathematics performance in partially adjusted models (B = 0.15, (95%) CI [0.006, 0.23], p < 0.001) but this association was no longer significant after adjusting for gender (B = -3.69, (95%) CI [-5.47, -1.19], p < 0.001). No significant improvements in students' behavioral self-regulation compared to the control group were observed.Conclusion
The findings suggest that while cognitive-behavioral processes strongly drive academic performance, standard school-based physical activity programs may lack the necessary cognitive complexity to enhance independent self-regulatory capacities in fifth-grade students.
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BibTeX
@article{kvalo2026students,
title = {{Students' aerobic fitness, self-regulation, and mathematical performance in primary school.}},
author = {Silje Eikanger Kvalø and Megan M McClelland and Edvin Bru and Sindre M Dyrstad},
journal = {Frontiers in sports and active living},
year = {2026},
month = oct,
doi = {10.3389/fspor.2026.1916893},
url = {https://europepmc.org/article/MED/42909019},
note = {CC BY},
}
RIS
TY - JOUR
TI - Students' aerobic fitness, self-regulation, and mathematical performance in primary school.
AU - Silje Eikanger Kvalø
AU - Megan M McClelland
AU - Edvin Bru
AU - Sindre M Dyrstad
PY - 2026
DA - 2026/10/07
JO - Frontiers in sports and active living
DO - 10.3389/fspor.2026.1916893
UR - https://europepmc.org/article/MED/42909019
AB - Purpose This study examined the relationships between aerobic fitness, behavioral self-regulation, and mathematics performance in primary school students, and evaluated the effect of a 10-month school-based Physical activity intervention on self-regulation.Methods The Active School study was a ten-month cluster-randomized controlled trial. The sample consisted of 435 students (9-10-years old) in five intervention schools and four control schools. Teachers assessed students' self-regulation using the Child Behavior Rating Scale (CBRS), at pre- and post-intervention. Aerobic fitness was assessed with a 10-minute interval running test, and mathematical achievement was determined using Norwegian national standardized tests in mathematics.Results Partial correlations indicated that aerobic fitness was significantly correlated with self-regulation (r = 0.22, p < .001) and with mathematics scores (r = 0.17, p < 0.01). Linear mixed models showed that self-regulation was consistently positively associated with mathematics performance (B = 0.54, (95%) CI [0.44, 0.64], p < 0.001). Aerobic fitness was positively associated with mathematics performance in partially adjusted models (B = 0.15, (95%) CI [0.006, 0.23], p < 0.001) but this association was no longer significant after adjusting for gender (B = -3.69, (95%) CI [-5.47, -1.19], p < 0.001). No significant improvements in students' behavioral self-regulation compared to the control group were observed.Conclusion The findings suggest that while cognitive-behavioral processes strongly drive academic performance, standard school-based physical activity programs may lack the necessary cognitive complexity to enhance independent self-regulatory capacities in fifth-grade students.
SN - 2624-9367
ER -