Impact of physical activity on executive functions: a moderated mediation model

Guoguo Zhao; Kaihong Sun; Jian Fu; Zhe Li; Dongbin Liu; Xin Tian; Jiehui Yang; Qiushi Zhang

doi:10.3389/fpsyg.2023.1226667

Impact of physical activity on executive functions: a moderated mediation model

Front Psychol. 2024 Jan 4:14:1226667. doi: 10.3389/fpsyg.2023.1226667. eCollection 2023.

Authors

Guoguo Zhao¹, Kaihong Sun¹, Jian Fu², Zhe Li¹, Dongbin Liu³, Xin Tian², Jiehui Yang⁴, Qiushi Zhang⁵

Affiliations

¹ Changzhou Vocational Institute of Textile and Garment, Changzhou, China.
² College of Physical Education, Yangzhou University, Yangzhou, China.
³ Yangzhou Polytechnic Institute, Yangzhou, China.
⁴ Guangdong Polytechnic of Environment Protection Engineering, Foshan, China.
⁵ Graduate School of Physical Education, Dankook University, Yongin, Republic of Korea.

Abstract

Objective: To provide both empirical support and a theoretical framework for systematically improving and optimizing the cognitive capabilities of college students through physical activity, while considering the mediating and regulating impacts of self-efficacy and negative emotion.

Methods: The study employed an overall random sampling method, examining 500 college students from five universities in Jiangsu Province using the Physical Activity Rating Scale (PARS-3), Adult Executive Function Scale (ADEXI), Positive and Negative Emotion Scale (PANAS), and General Self-Efficacy Scale (GSES).

Results: The findings indicated that the average age of the participants was 18.41 ± 0.73 years, encompassing 215 male students (43%), and 185 female students (57%). Engagement in physical activity was significantly and positively correlated with executive function (β = 0.246, p < 0.01), inversely associated with negative emotion (β = -0.137, p < 0.01), and demonstrated a significant positive predictive impact on self-efficacy (β = 0.183, p < 0.01). Self-efficacy was observed to partially mediate the relationship between executive function and physical activity. In addition, negative mood was identified as playing a partial mediating and modifying role in the relationship between executive function and physical activity.

Conclusion: Increasing college students' daily physical activity participation not only benefits their executive function, self-efficacy, and confidence levels but also exerts a limited positive impact on negative mood, with the potential to regulate the intensity of negative emotion.

Keywords: college student; executive function; negative emotions; physical exercise; self-efficacy.

Grants and funding

The author(s) declare financial support was received for the research, authorship, and/or publication of this article. 2020 Project of Philosophy and Social Science in Jiangsu Province (2020SJB0596); The 2023 Project of the Jiangsu Provincial Research Center for Students’ Physical Health Promotion.