Chang Hui-Ping, Lin Tzu-Wen, Chiu Yi-Hsiang, Chou Chien-Chih, Chen Jui-Fu, Pan Cheng-Chen
Department of Physical Education and Sport Sciences, College of Sports and Recreation, National Taiwan Normal University, Taipei, Taiwan.
Office of Physical Education, Tamkang University, New Taipei, Taiwan.
PeerJ. 2025 Jun 23;13:e19549. doi: 10.7717/peerj.19549. eCollection 2025.
Physical fitness has consistently been linked to cognitive and academic performance, with sustained attention recognized as a key predictor of academic success (DOI 10.1123/apaq.2019-0108). However, few studies have explored whether sustained attention moderate the relationship between physical fitness and academic performance in children with learning disabilities (LD), and existing findings remain inconclusive due to certain limitations. This study investigated the moderating role of sustained attention in the association between physical fitness and academic performance among children with LD while also addressing the related limitations. This study enrolled 71 elementary school children with LD (33 girls, mean age = 11.03 years ± 0.82), who participated in the assessment of physical fitness. Additionally, sustained attention was measured using the DAUF Sustained Attention Test from the Vienna Testing System, while academic performance was assessed using Chinese language and mathematics tests" as recommended. Bivariate analyses showed that academic performance was, as a dependent variable, significantly and positively related to physical fitness ( = .22 & .24, < .05) and significantly negatively related to DAUF sustained attention ( = - .51 & -.43, < .01) in children with LD. Additionally, the hierarchical regression analysis revealed that sustained attention moderated the association between physical fitness, Chinese language ( = - 4.03, < .05), and mathematics ( = - 5.00, < .01) after controlling for selected socio-demographic characteristics. These findings have major implications for child development, emphasizing the key role of physical fitness in the beneficial effects of sustained attention on academic achievement.
身体健康一直与认知和学业表现相关联，持续注意力被认为是学业成功的关键预测因素（DOI 10.1123/apaq.2019 - 0108）。然而，很少有研究探讨持续注意力是否会调节学习障碍（LD）儿童的身体健康与学业表现之间的关系，并且由于某些局限性，现有研究结果仍无定论。本研究调查了持续注意力在LD儿童身体健康与学业表现之间关联中的调节作用，同时也解决了相关局限性。本研究招募了71名患有LD的小学生（33名女孩，平均年龄 = 11.03岁±0.82），他们参与了体能评估。此外，使用维也纳测试系统的DAUF持续注意力测试来测量持续注意力，而学业表现则按照建议通过语文和数学测试进行评估。双变量分析表明，作为因变量，学业表现在LD儿童中与身体健康显著正相关（= 0.22和0.24，< 0.05），与DAUF持续注意力显著负相关（= - 0.51和 - 0.43，< 0.01）。此外，分层回归分析显示，在控制选定的社会人口统计学特征后，持续注意力调节了身体健康与语文（= - 4.03，< 0.05）和数学（= - 5.00，< 0.01）之间的关联。这些发现对儿童发展具有重要意义，强调了身体健康在持续注意力对学业成绩的有益影响中的关键作用。
