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Abstract：
There is evidence that promoting school physical activity (PSPA) benefits children and adolescents, but little is understood about how this promotion may relate to academic achievement and school climate across varying levels of socioeconomic status (SES). Hence, the study aimed to address this knowledge gap by examining two main objectives: (1) determining the association between PSPA and academic achievement and school climate according to schools\' SES and (2) exploring the potential mediating role of PSPA in the relationship between schools\' SES and academic achievement and school climate. This cross-sectional study at the school level focused on 4,990 schools (including public, subsidized, and private schools) that participated in the National Educational Study 2018 (Chile), which was applied to primary schoolchildren (4th grade, aged 8-10 years). Schools were divided into non-PSPA (n = 4,280) and PSPA (n = 710) during the year 2018. Changes in academic achievement from 2017 to 2018 and school climate were considered. PSPA was associated with improvements in maths (low-SES OR: 1.80, p < 0.001) and reading (middle-SES OR: 1.45, p = 0.029; low-SES OR: 1.47, p < 0.001). The indirect effect (IE) showed that PSPA partially mediated the relationship between SES and academic achievement in reading (IE = 1.017; SE = 0.12; 95%CI, -1.27, -0.77), maths (IE = -1.019; SE = 0.12; 95%CI, -1.25, -0.78), and school climate (IE = -0.46; SE = 0.52; 95%CI, -0.56, -0.35). In conclusion, PSPA was linked to positive changes in academic achievement, especially among low SES, and PSPA presented a potential mediating role in the relationship between SES of schools and academic achievement and school climate.
摘要：
有证据表明，促进学校体育活动（PSPA）有利于儿童和青少年，但是，对于这种晋升可能与不同社会经济地位（SES）水平的学业成绩和学校氛围之间的关系知之甚少。因此，该研究旨在通过研究两个主要目标来解决这一知识差距：（1）根据学校SES确定PSPA与学业成绩和学校氛围之间的关联；（2）探索PSPA在学校SES与学业成绩和学校氛围之间的关系中的潜在中介作用。这项学校层面的横断面研究侧重于4,990所学校(包括公立，补贴,和私立学校）参加了2018年国家教育研究（智利），适用于小学生(四年级，8-10岁)。在2018年，学校分为非PSPA（n=4,280）和PSPA（n=710）。考虑了2017年至2018年学业成绩和学校氛围的变化。PSPA与数学（低SESOR：1.80，p<0.001）和阅读（中SESOR：1.45，p=0.029；低SESOR：1.47，p<0.001）的改善有关。间接效应（IE）表明，PSPA部分介导了SES与阅读学业成绩之间的关系（IE=1.017；SE=0.12；95CI，-1.27，-0.77），数学（IE=-1.019；SE=0.12；95CI，-1.25，-0.78），和学校气候(IE=-0.46；SE=0.52；95CI，-0.56，-0.35)。总之,PSPA与学业成绩的积极变化有关，尤其是在低SES中，PSPA在学校SES与学业成绩和学校氛围之间的关系中发挥了潜在的中介作用。
