Abstract
Purpose: We examined the moderating effects of exercise habit strength on the relationship between emotional distress and short-term memory in primary school children. Methods: The sample consisted of 165 primary school students (10–12 years old). Participants completed measures of emotional distress, exercise habit strength, and the Digit Span Test. Mid-year exam results were used as an indicator of academic performance. Structural equation modelling (SEM) was used to analyse the data. Results: The results of SEM revealed an acceptable fit for the hypothesised model. Exercise habit was positively associated with short-term memory, and better short-term memory was associated with better academic performance. However, although an inverse relationship was found between emotional distress and short-term memory, a positive association was found between exercise habit strength and emotional distress. Conclusion: The findings indicate that exercise habit is positively associated with cognitive ability and mediates the negative effect of distress.
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