Physical activity, self-regulation, and early academic achievement in preschool children

Becker, Derek R., McClelland, Megan M., Loprinzi, Paul, & Trost, Stewart G. (2014) Physical activity, self-regulation, and early academic achievement in preschool children. Early Education and Development, 25(1), pp. 56-70.

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Research Findings

The present study investigated whether active play during recess was associated with self-regulation and academic achievement in a prekindergarten sample. A total of 51 children in classes containing approximately half Head Start children were assessed on self-regulation, active play, and early academic achievement. Path analyses indicated that higher active play was associated with better self-regulation, which in turn was associated with higher scores on early reading and math assessments.

Practice or Policy

Results point to the benefits of active play for promoting self-regulation and offer insight into possible interventions designed to promote self-regulation and academic achievement.

Impact and interest:

13 citations in Scopus
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10 citations in Web of Science®

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ID Code: 71528
Item Type: Journal Article
Refereed: Yes
Additional URLs:
DOI: 10.1080/10409289.2013.780505
ISSN: 1556-6935
Divisions: Current > QUT Faculties and Divisions > Faculty of Health
Deposited On: 13 May 2014 23:18
Last Modified: 14 May 2014 23:10

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