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dc.contributor.authorSyväoja, Heidi J.
dc.contributor.authorSneck, Sirpa
dc.contributor.authorKukko, Tuomas
dc.contributor.authorAsunta, Piritta
dc.contributor.authorRäsänen, Pekka
dc.contributor.authorViholainen, Helena
dc.contributor.authorKulmala, Janne
dc.contributor.authorHakonen, Harto
dc.contributor.authorTammelin, Tuija H.
dc.date.accessioned2024-05-23T06:51:23Z
dc.date.available2024-05-23T06:51:23Z
dc.date.issued2024
dc.identifier.citationSyväoja, H. J., Sneck, S., Kukko, T., Asunta, P., Räsänen, P., Viholainen, H., Kulmala, J., Hakonen, H., & Tammelin, T. H. (2024). Effects of physically active maths lessons on children's maths performance and maths‐related affective factors : Multi‐arm cluster randomized controlled trial. <i>British Journal of Educational Psychology</i>, <i>Early View</i>. <a href="https://doi.org/10.1111/bjep.12684" target="_blank">https://doi.org/10.1111/bjep.12684</a>
dc.identifier.otherCONVID_213529881
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/95103
dc.description.abstractBackground Physical activity (PA) may benefit academic performance, but it is unclear what kind of classroom-based PA is optimal for learning. Aim We studied the effects of physically active maths lessons on children's maths performance and maths-related effects, and whether gender and previous mathematical or motor skills modify these effects. Sample A total of 22 volunteered teachers and their pupils with signed consent (N = 397, mean age: 9.3 years, 51% females) participated in a 5-month, teacher-led, multi-arm, cluster-randomized controlled trial. Methods The intervention included a PAL group (20 min of physically active learning in each 45-min lesson), a breaks group (two 5-min PA breaks in each 45-min lesson) and a control group (traditional teaching). Maths performance was assessed with a tailored curriculum-based test. Maths-related enjoyment, self-perceptions and anxiety were measured with a self-reported questionnaire. The individual-level intervention effects were tested via covariate-adjusted linear mixed-effect models with school classes serving as random effects. Results Changes in maths performance or self-perceptions did not differ between the intervention groups. Maths anxiety in learning situations increased in the PAL group (effect .28, 95% CI = .01–.56); there was no change in the other groups. Subgroup analyses suggested that maths anxiety increased in the PAL group among children in the two lowest tertiles of motor skills. It decreased in the highest tertile. Enjoyment decreased in the breaks group among pupils in the lowest motor skill tertile. Conclusions Physically active maths lessons did not affect maths performance or self-perceptions but had divergent effects on maths anxiety and enjoyment, depending on motor skills.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherJohn Wiley & Sons
dc.relation.ispartofseriesBritish Journal of Educational Psychology
dc.rightsCC BY 4.0
dc.subject.otheranxiety
dc.subject.otherenjoyment
dc.subject.otherphysical activity breaks
dc.subject.otherphysically active learning
dc.subject.otherself- perceptions
dc.titleEffects of physically active maths lessons on children's maths performance and maths‐related affective factors : Multi‐arm cluster randomized controlled trial
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202405233867
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn0007-0998
dc.relation.volumeEarly View
dc.type.versionpublishedVersion
dc.rights.copyright© 2024 the Authors
dc.rights.accesslevelopenAccessfi
dc.subject.ysomotoriset taidot
dc.subject.ysomatemaattiset taidot
dc.subject.ysofyysinen aktiivisuus
dc.subject.ysoahdistus
dc.subject.ysomatematiikka
dc.subject.ysooppiminen
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p24478
jyx.subject.urihttp://www.yso.fi/onto/yso/p23002
jyx.subject.urihttp://www.yso.fi/onto/yso/p23102
jyx.subject.urihttp://www.yso.fi/onto/yso/p4621
jyx.subject.urihttp://www.yso.fi/onto/yso/p3160
jyx.subject.urihttp://www.yso.fi/onto/yso/p2945
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1111/bjep.12684
jyx.fundinginformationThe study was funded by the Finnish Ministry of Education and Culture (OKM/66/626/2016, OKM/66/626/2017 and OKM/79/626/2018), Research Council of Finland (355350) and The Strategic Research Council (SRC) established within the Research Council of Finland (353361).
dc.type.okmA1


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