The relationships between physical fitness, emotional intelligence and academic achievement in a junior high school in taiwan

Zih Chiao Chen, Jui Fu Chen, Hung Chih Chang

Research output: Contribution to journalArticle

Abstract

Although much work has been done to clarify the relationship between academic achievements and physical fitness, more local and empirical studies need to be conducted to ascertain further details of this relationship, especially in highly competitive Chinese societies such as Taiwan. Thus, the purpose of the present study is to examine the relationships between physical fitness tests, emotional intelligence and academic achievement. Methodologically, documentary analysis and school academic system were conducted for the survey. A total of 432 pupils aged 13–14 participated in this study. Description, Pearson correlation and hierarchical regression analysis were utilized for data analysis. The results of this study reveal a significant link between students' academic achievement, emotional intelligence and physical fitness test scores. This study has established the importance of estimating the relationship between academic achievement, emotional intelligence and fitness tests, as well as providing powerful evidence that parents, teachers and school administrators should rethink the significance of physical activities for physical fitness-related policies and blueprints in the future.

Original languageEnglish
Pages (from-to)186-196
Number of pages11
JournalAsia Pacific Journal of Sport and Social Science
Volume1
Issue number2-3
DOIs
Publication statusPublished - 2012 Jan 1

Keywords

  • Adolescents
  • Positive psychology
  • Scholastic achievement

ASJC Scopus subject areas

  • Cultural Studies
  • Anthropology
  • Sociology and Political Science
  • Social Psychology

Fingerprint Dive into the research topics of 'The relationships between physical fitness, emotional intelligence and academic achievement in a junior high school in taiwan'. Together they form a unique fingerprint.

  • Cite this