Associations between physical exercise and social-emotional competence in primary school children
Abstract To investigate the impact of physical exercise on social-emotional competence in primary school children, and to examine the mediating role of peer attachment and the moderating role of gender. A stratified sampling method was employed to select students from grades 3 to 6 in six primary sc...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Nature Portfolio
2025-06-01
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| Series: | Scientific Reports |
| Subjects: | |
| Online Access: | https://doi.org/10.1038/s41598-025-02871-6 |
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| Summary: | Abstract To investigate the impact of physical exercise on social-emotional competence in primary school children, and to examine the mediating role of peer attachment and the moderating role of gender. A stratified sampling method was employed to select students from grades 3 to 6 in six primary schools located in the eastern, central, and western regions of Hunan Province. The PARS-3, S-ECI, and Simplified IPPA were administered, resulting in the collection of 1180 valid questionnaires. (1) Correlation analyses revealed significant positive relationships between physical exercise and social-emotional competence, physical exercise and peer attachment, and peer attachment and social-emotional competence. (2) Peer attachment partially mediated the relationship between physical exercise and social-emotional competence in primary school children. (3) Gender differences were observed in the strength and direction of these relationships, with boys demonstrating stronger exercise-related benefits while girls exhibited greater developmental gains through enhanced peer relationships. Physical exercise is associated with the social-emotional competence of primary school children in a direct positive manner and can also be linked to this competence through the mediating of role peer attachment. Moreover, gender moderates the relationship between physical exercise and social-emotional competence, with physical exercise being more strongly associated with boys’ social-emotional competence than with girls’. However, as peer attachment increases, girls’ social-emotional competence tends to develop more favorably than boys’. These findings provide a theoretical basis for developing targeted physical exercise interventions to promote the social-emotional competence of primary school children. |
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| ISSN: | 2045-2322 |