Journal article
A Dual-Process Framework for Understanding How Physical Activity Enhances Academic Performance Through Domain-General and Domain-Specific Executive Functions
Educational psychology review, Vol.37(3), pp.1-29
05/07/2025
Metrics
Abstract
Physical activity (PA) is well-documented to benefit students' executive function (EF) and academic performance. However, prevailing research has predominantly focused on domain-general EF (across academic domains) while overlooking domain-specific EF (within specific subjects). To address this gap, this opinion article proposes an integrative framework uniting domain-general and domain-specific EF to illuminate the cognitive mechanisms linking PA with academic achievement. Drawing on hierarchical and parallel models of EF interaction, this synthesis highlights how PA interventions can simultaneously strengthen broad self-regulatory skills and specialized cognitive processes to offer a complementary pathway to academic success. The opinion article also synthesizes emerging evidence that PA interventions enhance both broad EF capacities and targeted domain-specific skills (e.g., math-related working memory), offering dual pathways to improved academic outcomes. Accordingly, we propose a research agenda integrating psychometrically validated behavioral and neuroimaging assessments to capture domain-general and domain-specific EF, alongside multidimensional mediation and moderation models to clarify contextual influences (e.g., age, and socioeconomic status). Longitudinal PA interventions targeting both EF types are recommended to optimize cognitive and academic outcomes to inform evidence-based educational strategies.
Details
- Title
- A Dual-Process Framework for Understanding How Physical Activity Enhances Academic Performance Through Domain-General and Domain-Specific Executive Functions
- Creators
- Zhihao Zhang - Shenzhen UniversityQian Yu - Shenzhen UniversityYanxia Chen - Shenzhen UniversityLiye Zou - Shenzhen UniversitySebastian Ludyga - University of BaselMyrto Mavilidi - University of LimassolDavid R Lubans - University of NewcastleJinming Li - Shenzhen UniversityCharles H. Hillman - Northeastern UniversityJiahui Wang - Shenzhen UniversityLinjing Zhou - Shenzhen UniversityZiquan Cai - Shenzhen UniversityMatthew Heath - University of Western OntarioRong-Huan Jiang - Shenzhen UniversityFabian Herold - University of ErfurtFred Paas - Supreme Council Of Health
- Publication Details
- Educational psychology review, Vol.37(3), pp.1-29
- Publisher
- Springer Nature
- Grant note
- This study was supported by the Shenzhen Educational Research Funding (grant no. zdzb2014), the Shenzhen Science and Technology Innovation Commission Foundation (grant no. 202307313000096), the Social Science Foundation from China’s Ministry of Education (grant no. 23YJA880093), the China Postdoctoral Science Foundation (grant no. 2022M711174), the National Center for Mental Health Foundation (grant no. Z014), the Research Excellence Scholarships of Shenzhen University (grant no. ZYZD2305), the Research Funding for Society of Sport Science (grant no. PT2023030), the Natural Science Foundation of Shenzhen University (grant no. 000311) and the Guangdong Youth Health Research Fund (grant no. 2024WT006).
- Identifiers
- 991013333628402368
- Copyright
- © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2025, corrected publication 2025
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article