In-classroom physical activity breaks show no significant effect on children's test anxiety¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2022 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? The pooled effect on test anxiety was not statistically significant (SMD = 0.16, p = 0.50). → Peiris D. L. I. H. K. 2022

Evidence¶

Peiris D. L. I. H. K. 2022¶

Peiris D. L. I. H. K., Duan Yanping, Vandelanotte Corneel, Liang Wei, Yang Min, Baker Julien Steven. (2022). Effects of In-Classroom Physical Activity Breaks on Children’s Academic Performance, Cognition, Health Behaviours and Health Outcomes: A Systematic Review and Meta-Analysis of Randomised Controlled Trials. International Journal of Environmental Research and Public Health. https://doi.org/10.3390/ijerph19159479

q3 · i? · quant-synthesis · r3

Meta-analysis of two intervention samples (n = 68 students) from a single one-day RCT (Mavilidi et al.) measuring test anxiety. The pooled SMD = 0.16 was not significant (p = 0.50) with I2 = 0%; the article labels it "moderate to large" despite the trivial magnitude.

"Two intervention samples (n = 68 students) from a single study [60], which was meta analyzed for test-anxiety as a mental health outcome provided a moderate to large pooled effect size (SMD = 0.16, 95% CI [−0.31 to 0.64], p = 0.50; I2 = 0%, p = 0.71) favoring the IcPAB intervention"

Discussion¶

Learner Variables¶

• Academic Anxiety — outcome: instruction changes it
• Affect Regulation — outcome: instruction changes it

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