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EnglishAcademic achievement and positive leisure activities are traditionally considered significant determinants of economic growth and human capital accumulation. This paper estimates the impact of physical activity on academic outcome and time allocation to 25 different types of leisure activity by Chinese adolescents. We use structural equation models (SEM) to explore the channels of this transmission. Our results suggest that physical exercise not only exerts a positive direct effect on academic outcome but also increases (decreases) students’ time devoted to activities that are positively (negatively) correlated with academic outcome. All the effects are statistically significant but modest at the individual level. Our findings are robust to different exercise frequencies and academic outcome indicators based on students’ self-assessment, academic scores, and cognitive tests.
Physical activity, leisure-time, cognition and academic grades: Connections and causal effects in Chinese students / Guan, Jing; Tena Horrillo, Juan de Dios. - In: JOURNAL OF ASIAN ECONOMICS. - ISSN 1049-0078. - (2022).
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| Titolo: | Physical activity, leisure-time, cognition and academic grades: Connections and causal effects in Chinese students | |
| Autori: | ||
| Data di pubblicazione: | 2022 | |
| Rivista: | ||
| Citazione: | Physical activity, leisure-time, cognition and academic grades: Connections and causal effects in Chinese students / Guan, Jing; Tena Horrillo, Juan de Dios. - In: JOURNAL OF ASIAN ECONOMICS. - ISSN 1049-0078. - (2022). | |
| Abstract: | Academic achievement and positive leisure activities are traditionally considered significant determinants of economic growth and human capital accumulation. This paper estimates the impact of physical activity on academic outcome and time allocation to 25 different types of leisure activity by Chinese adolescents. We use structural equation models (SEM) to explore the channels of this transmission. Our results suggest that physical exercise not only exerts a positive direct effect on academic outcome but also increases (decreases) students’ time devoted to activities that are positively (negatively) correlated with academic outcome. All the effects are statistically significant but modest at the individual level. Our findings are robust to different exercise frequencies and academic outcome indicators based on students’ self-assessment, academic scores, and cognitive tests. | |
| Handle: | http://hdl.handle.net/11388/254699 | |
| Appare nelle tipologie: | 1.1 Articolo in rivista |
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