Evidence on negative academic emotions from classroom physical activity breaks is limited and inconsistent¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Of two studies of negative emotions, one indicated reductions and one indicated an increase. → Deng Qianting; Wu Chongyun; Yang Luodan 2026

Evidence¶

Deng Qianting; Wu Chongyun; Yang Luodan 2026¶

Deng Qianting; Wu Chongyun; Yang Luodan. (2026). Effect of classroom physical activity breaks on learning behaviors and academic achievements in university students: a systematic review. Int J Behav Nutr Phys Act. https://doi.org/10.1186/s12966-026-01936-7

q2 · i? · review · r3

Review synthesis of two negative-emotion studies with opposing directions of effect; the review describes evidence for negative emotions as limited and inconsistent.

"Two studies investigated negative emotions, with one indicating reductions [33] and one indicating an increase [32]."

Discussion¶

Learner Variables¶

• Achievement Emotions — outcome: instruction changes it
• Physical Well-Being — outcome: instruction changes it

Related Claims¶

• Effects of classroom physical activity breaks on academic performance in university students are mixed or inconclusive — related
• Classroom physical activity breaks show strong evidence of improving emotional engagement in university students — related
• Classroom physical activity breaks show strong evidence of improving positive academic emotions in university students — related
• Behavioral engagement findings from classroom physical activity breaks are inconclusive — related
• Low-intensity exercise during university class significantly increases students' vigour during the lesson — related