This study examined the influence of physical and psychosocial variables on math and reading achievement test scores. Between 1 and
5 months prior to taking annual standardized reading and math tests, a sample of (N
= 1,211) sixth through eight graders (53.7% girls; 57.2% White)
self-reported levels of physical activity, academic self-beliefs,
general self-esteem, and social support and
participated in objective testing to obtain measures of body composition
(body
mass index [BMI]) and cardiorespiratory fitness.
Socioeconomic status (SES) and state-based reading and math achievement
test
scores were provided by the school district.
Regression analyses revealed that SES, academic self-beliefs, and
cardiorespiratory
fitness were the consistent predictors of the
students’ performance in reading and math; perceived social support from
family
and friends and higher levels of self-esteem were
related to higher reading scores for the boys only.
The findings support
schools re-examining policies that have limited
students’ involvement in physical education classes.
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