Sci Rep. 2025 Sep 29;15(1):33561. doi: 10.1038/s41598-025-18559-w.
ABSTRACT
Academic achievement is a key indicator of adolescents’ development and future potential. While physical activity is known to benefit physical and mental health, its indirect effects on academic performance through psychological mechanisms are less understood. A random sample of 458 adolescents from junior and senior high schools in China completed a structured questionnaire assessing physical activity, self-concept, physical and mental health, and academic achievement. Data were analyzed using SPSS 26.0 and the PROCESS macro (Model 6) to test a chain mediation model. Physical activity was positively associated with academic achievement. Self-concept did not mediate this relationship independently, but physical and mental health emerged as a significant mediator. Moreover, a sequential pathway was identified, in which physical activity enhanced self-concept, which in turn improved physical and mental health, ultimately promoting academic achievement. Physical activity contributes to academic success not only through direct effects but also through a psychological pathway involving improved self-concept and health. These findings highlight the value of integrating physical activity into educational contexts to support both psychological well-being and academic development.
PMID:41023155 | DOI:10.1038/s41598-025-18559-w
