Subgroup analyses by mode of ACS, age, and sex show no significant differences in pooled effect sizes for academic outcomes¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Subgroup analyses based on mode of ACS, age (children 4 to <12 years vs adolescents ≥12 to 18 years), and sex did not show significant differences in pooled ES estimates for mathematics-related and language-related skills. → Ruiz-Hermosa A. 2019

Evidence¶

Ruiz-Hermosa A. 2019¶

Ruiz-Hermosa A., Álvarez-Bueno C., Cavero-Redondo I., Martínez-Vizcaíno V., Redondo-Tébar A., Sánchez-López M. (2019). Active Commuting to and from School, Cognitive Performance, and Academic Achievement in Children and Adolescents: A Systematic Review and Meta-Analysis of Observational Studies. International Journal of Environmental Research and Public Health. https://doi.org/10.3390/ijerph16101839

q3 · i? · quant-synthesis · r3

Subgroup analyses reported in the meta-analysis results section (supplementary Table S5), testing mode of ACS, age group, and sex as moderators of the pooled estimates. No significant subgroup differences were found; no effect size is printed for the subgroup contrasts.

"In addition, subgroup analyses were based on the mode of ACS, age (children [aged 4 to <12 years] and adolescents [aged ≥12 to 18 years]) and sex did not show significant differences in the pooled ES estimates for mathematics-related skills and language-related skills"

Discussion¶

Related Claims¶

• Pooled analysis finds no significant association between active commuting to school and mathematics performance
• Active commuting to and from school is not significantly associated with language-related skills (pooled ES = −0.37, considerable heterogeneity)
• Active commuting to and from school is not significantly associated with cognitive performance in children and adolescents (pooled ES = −0.02)
• Active commuting to and from school is not significantly associated with mathematics-related skills (pooled ES = −0.33, considerable heterogeneity)
• Within included studies, ACS was positively associated with cognitive performance and academic achievement in adolescent girls but not adolescent boys — reports the opposite
• ACE-outcome associations did not differ between girls and boys — related
• Active commuting to and from school is not associated with improvements in mathematics and language achievement — related
• Physical activity has null or small-to-medium positive effects on school-age children's and adolescents' academic achievement according to meta-analyses — related