主动上下学交通方式对儿童和青少年的认知表现和学业成绩的影响：基于观察性研究的系统评价和荟萃分析。

Active Commuting to and from School, Cognitive Performance, and Academic Achievement in Children and Adolescents: A Systematic Review and Meta-Analysis of Observational Studies.

机构信息

Universidad de Castilla-La Mancha, Social and Health Care Research Center, c/ Santa Teresa Jornet, s/n, 16071 Cuenca, Spain.

Universidad de Castilla-La Mancha, School of Education, Ronda de Calatrava, 3, 13071 Ciudad Real, Spain.

出版信息

Int J Environ Res Public Health. 2019 May 23;16(10):1839. doi: 10.3390/ijerph16101839.

DOI:10.3390/ijerph16101839

PMID:31126148

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC6571885/

Abstract

BACKGROUND

Physical activity has a beneficial effect on the brain's development process and cognitive function. However, no review to date has evaluated the effects of active commuting to and from school (ACS) on cognitive performance and academic achievement. The aim of this systematic review and meta-analysis was to evaluate the link between ACS and cognitive performance and academic achievement in children and adolescents.

METHODS

We systematically searched MEDLINE, EMBASE, Web of Science and PsycINFO databases for all observational studies published until May 2019 that examined the association between ACS and cognitive performance or academic achievement. Studies were classified into two groups according to their measured outcomes: cognitive performance (nonexecutive cognitive functions, core executive functions, and metacognition) and academic achievement (marks of different areas). A pooled effect size (ES) was estimated using the DerSimonian and Laird random-effects method for cognitive performance and each area of academic achievement.

RESULTS

Twelve studies that evaluated the relationship between ACS and cognitive performance or academic achievement were included in the systematic review: four studies analyzed both cognitive performance and academic achievement, one study provided data regarding cognitive performance and seven provided data on academic achievement. Finally, nine of 12 studies provided enough data for inclusion in the meta-analysis. Our findings suggest that ACS was not significantly associated with cognitive performance (ES= -0.02; 95% CI: -0.06 to 0.03) or academic achievement (ES= -0.33; 95% CI: -0.83 to 0.17 for mathematics-related skills; ES= -0.37; 95% CI: -0.88 to 0.15 for language-related skills).

CONCLUSIONS

There was insufficient evidence regarding the relationship between ACS and cognitive performance and academic achievement. Future studies should include potential confounders in their analyses and consider the use of standardized self-reports or objective measures of ACS.

摘要

背景

身体活动对大脑的发育过程和认知功能有有益影响。然而，迄今为止，尚无任何综述评估往返学校的积极通勤（ACS）对认知表现和学业成绩的影响。本系统评价和荟萃分析的目的是评估 ACS 与儿童和青少年认知表现和学业成绩之间的联系。

方法

我们系统地检索了 MEDLINE、EMBASE、Web of Science 和 PsycINFO 数据库，以获取截至 2019 年 5 月发表的所有观察性研究，这些研究检查了 ACS 与认知表现或学业成绩之间的关系。根据其测量结果，研究分为两组：认知表现（非执行认知功能、核心执行功能和元认知）和学业成绩（不同领域的成绩）。使用 DerSimonian 和 Laird 随机效应方法对认知表现和每个学术成就领域的聚合效应大小（ES）进行估计。

结果

共有 12 项研究评估了 ACS 与认知表现或学业成绩之间的关系，包括在系统评价中：4 项研究分析了认知表现和学业成绩，1 项研究提供了认知表现的数据，7 项研究提供了学业成绩的数据。最后，12 项研究中有 9 项提供了足够的数据进行荟萃分析。我们的研究结果表明，ACS 与认知表现（ES=-0.02；95%CI：-0.06 至 0.03）或学业成绩（与数学相关技能的 ES=-0.33；95%CI：-0.83 至 0.17；与语言相关技能的 ES=-0.37；95%CI：-0.88 至 0.15）无显著相关性。