The mediational role of executive functions for the relationship between motor ability and academic performance in pediatric cancer survivors

Benzing, Valentin; Siegwart, Valerie; Anzeneder, Sofia; Spitzhüttl, Janine; Grotzer, Michael; Roebers, Claudia M.; Steinlin, Maja; Leibundgut, Kurt; Everts, Regula; Schmidt, Mirko (2022). The mediational role of executive functions for the relationship between motor ability and academic performance in pediatric cancer survivors. Psychology of sport and exercise, 60, p. 102160. Elsevier Science 10.1016/j.psychsport.2022.102160

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Introduction
Pediatric Cancer Survivors (PCS) bear a high risk for late effects within motor abilities (MAs) and executive functions (EFs). In typically developing children, these domains are interrelated and predictors of academic performance. The current study investigated (i) whether MAs and EFs are also interrelated in PCS, and (ii) whether EFs mediate the relation between MAs and academic performance.
Methods
78 PCS (7–16 years; M = 11.23; SD = 2.49) participated in this study. Three MAs were assessed: coordination and strength (using the German Motor Test) and endurance (using a cycle ergometer test). EFs were assessed: inhibition and cognitive flexibility (Color-Word Interference Test) and working memory (Block Recall test); and academic performance by questionnaire asking for children’s grade point average.
Results
Pearson correlations revealed associations of coordination and strength with EFs and associations of all three MAs with academic performance. A multiple regression model revealed that among the three MAs, coordination was the only significant predictor of EFs (β = 0.42, p = .001). Lastly, mediation analyses revealed that the association of MAs with academic performance was mediated by EFs (indirect effect: β = 0.167, p = .003). Regarding individual motor abilities, this was only true for coordination and strength, but not for endurance.
Conclusion
Results show that MAs and EFs are interrelated in PCS and that EFs mediate the relationship between coordination and strength with academic performance. This may be important for the design of future physical activity interventions to improve MAs, EFs and academic performance.

Item Type:

Journal Article (Original Article)

Division/Institute:

04 Faculty of Medicine > Department of Gynaecology, Paediatrics and Endocrinology (DFKE) > Clinic of Paediatric Medicine
04 Faculty of Medicine > Department of Gynaecology, Paediatrics and Endocrinology (DFKE) > Clinic of Paediatric Medicine > Paediatric Haematology/Oncology
04 Faculty of Medicine > Department of Gynaecology, Paediatrics and Endocrinology (DFKE) > Clinic of Paediatric Medicine > Neuropaediatrics
07 Faculty of Human Sciences > Institute of Sport Science (ISPW)
07 Faculty of Human Sciences > Institute of Psychology > Developmental Psychology
07 Faculty of Human Sciences > Institute of Sport Science (ISPW) > Sport Pedagogy

UniBE Contributor:

Benzing, Valentin Johannes, Siegwart, Valerie, Anzeneder, Sofia, Spitzhüttl, Janine Sophie, Roebers, Claudia, Steinlin, Maja, Leibundgut, Kurt, Everts, Regula, Schmidt, Mirko

Subjects:

100 Philosophy > 150 Psychology
600 Technology > 610 Medicine & health
700 Arts > 790 Sports, games & entertainment

ISSN:

1469-0292

Publisher:

Elsevier Science

Language:

English

Submitter:

Anette van Dorland

Date Deposited:

23 Feb 2022 16:18

Last Modified:

05 Dec 2022 16:09

Publisher DOI:

10.1016/j.psychsport.2022.102160

Uncontrolled Keywords:

Cognitive performance, Cognition, Childhood cancer, Motor performance, Motor functioning

BORIS DOI:

10.48350/165725

URI:

https://boris.unibe.ch/id/eprint/165725

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