Examining Physical Fitness, Depression and Academic Performance among Chinese Adolescents

Abstract

PURPOSE: Depression has become the most prevalent mental health problem, and the gender difference of depression begins to emerge as early as in early adolescence (Sumer et al., 2009). Increasing physical fitness is proposed as a critical way to improve mental health and prevent obesity (Ortega et al., 2008). Previous studies have also suggested that healthier students are better learners, and that obesity has been associated with both health problems (Ortega et al., 2008) and poorer academic achievement (Howie & Pate, 2012). The existing literature has not sufficiently evaluated the influences of physical fitness and depression on students’ academic performance. This study attempted to fill this gap and examine the relations between physical fitness, depression, and academic performance among adolescents. METHODS: Participants were 143 (95 boys; 48 girls; M age =14.6) middle school students in China. According to the National Students Physical Fitness Health Standard, cardiorespiratory fitness, muscular fitness, and flexibility were assessed during physical education classes. The total standardized fitness score was used in the data analyses. The Center for Epidemiological Studies-Depression Scale (CES-D; Faulstich et al., 1986) was used to assess students’ depression. Academic performance scores, including mathematics and reading, were provided by the school district at the end of the semester. RESULTS: Correlation analyses indicated that physical fitness was positively related to mathematics (r = .19, p < .05) and reading (r = .23, p < .01). Depression was negative associated with mathematics (r = -.25, p < .01) and reading (r = -.19, p < .05). Multiple regression analyses demonstrated that both physical fitness and depression significantly predicted students’ mathematics scores (β = .18, p < .05; β = -.23, p < .01), accounting for 9.2% of the variance. Both gender and depression emerged as the significant predictors of students’ reading scores (β = .22, p < .05; β = -.20, p < .05), accounting for 12.3% of the variance. CONCLUSION: The findings of the study suggest that both physical fitness and depression were important indicators of Chinese students’ academic performance. Interventions aiming to prevent mental health impairment and enhance specific types of physical fitness in adolescence are recommended.