The set of journals have been ranked according to their SJR and divided into four equal groups, four quartiles. Q1 (green) comprises the quarter of the journals with the highest values, Q2 (yellow) the second highest values, Q3 (orange) the third highest values and Q4 (red) the lowest values.
The SJR is a size-independent prestige indicator that ranks journals by their 'average prestige per article'. It is based on the idea that 'all citations are not created equal'. SJR is a measure of scientific influence of journals that accounts for both the number of citations received by a journal and the importance or prestige of the journals where such citations come from It measures the scientific influence of the average article in a journal, it expresses how central to the global scientific discussion an average article of the journal is.
Evolution of the number of published documents. All types of documents are considered, including citable and non citable documents.
This indicator counts the number of citations received by documents from a journal and divides them by the total number of documents published in that journal. The chart shows the evolution of the average number of times documents published in a journal in the past two, three and four years have been cited in the current year. The two years line is equivalent to journal impact factor ™ (Thomson Reuters) metric.
Evolution of the total number of citations and journal's self-citations received by a journal's published documents during the three previous years. Journal Self-citation is defined as the number of citation from a journal citing article to articles published by the same journal.
Evolution of the number of total citation per document and external citation per document (i.e. journal self-citations removed) received by a journal's published documents during the three previous years. External citations are calculated by subtracting the number of self-citations from the total number of citations received by the journal’s documents.
International Collaboration accounts for the articles that have been produced by researchers from several countries. The chart shows the ratio of a journal's documents signed by researchers from more than one country; that is including more than one country address.
Not every article in a journal is considered primary research and therefore "citable", this chart shows the ratio of a journal's articles including substantial research (research articles, conference papers and reviews) in three year windows vs. those documents other than research articles, reviews and conference papers.
Ratio of a journal's items, grouped in three years windows, that have been cited at least once vs. those not cited during the following year.
Evolution of the percentage of female authors.
Evolution of the number of documents cited by public policy documents according to Overton database.
Evoution of the number of documents related to Sustainable Development Goals defined by United Nations. Available from 2018 onwards.
The users of Scimago Journal & Country Rank have the possibility to dialogue through comments linked to a specific journal. The purpose is to have a forum in which general doubts about the processes of publication in the journal, experiences and other issues derived from the publication of papers are resolved. For topics on particular articles, maintain the dialogue through the usual channels with your editor.
Follow us on @ScimagoJR Scimago Lab , Copyright 2007-2024. Data Source: Scopus®
Preview this book.
European Physical Education Review is an international multi- and interdisciplinary journal that stimulates and presents scholarly enquiry in the broad field of physical education, including sport and leisure issues and research.
European Physical Education Review brings together contributions from a wide range of disciplines across the natural and social sciences and humanities and occasionally devotes Special Issues to major topics and themes within the field. Contributions are published from all regions of the world, promoting international communication among scholars and professionals. " European Physical Education Review will help us to broaden our perspectives and, in so doing, improve both our scholarship and the development of physical education programs that better meet the needs of children and youths" Daryl Siedentop, Professor Emeritus, Ohio State University, USA
All issues of European Physical Education Review are available on SAGE Journals Online . This journal is a member of the Committee on Publication Ethics (COPE)
European Physical Education Review brings together contributions from a wide range of disciplines across the natural and social sciences and humanities. It includes theoretical and research-based articles and occasionally devotes Special Issues to major topics and themes within the field.
European Physical Education Review publishes contributions from Europe and all regions of the world, promoting international communication among scholars and professionals.
Manuscript submission guidelines can be accessed on Sage Journals .
Institutional Subscription & Backfile Lease, E-access Plus Backfile (All Online Content)
Institutional Subscription & Backfile Lease, Combined Plus Backfile (Current Volume Print & All Online Content)
To purchase a non-standard subscription or a back issue, please contact SAGE Customer Services for availability.
Abbreviation: Eur. Phys. Educ. Rev.
Important details.
European Physical Education Review is a journal published by SAGE Publications Ltd . This journal covers the area[s] related to Education, Orthopedics and Sports Medicine, Physical Therapy, Sports Therapy and Rehabilitation, Sports Science, etc . The coverage history of this journal is as follows: 1995-2022. The rank of this journal is 3580 . This journal's impact score, h-index, and SJR are 4.24, 52, and 1.103, respectively. The ISSN of this journal is/are as follows: 1356336X, 17412749 . The best quartile of European Physical Education Review is Q1 . This journal has received a total of 816 citations during the last three years (Preceding 2022).
Impact Score 2022 of European Physical Education Review is 4.24 . If a similar upward trend continues, IS may increase in 2023 as well.
Check below the impact score trends of european physical education review. this is based on scopus data..
The h-index of European Physical Education Review is 52 . By definition of the h-index, this journal has at least 52 published articles with more than 52 citations.
The h-index (also known as the Hirsch index or Hirsh index) is a scientometric parameter used to evaluate the scientific impact of the publications and journals. It is defined as the maximum value of h such that the given Journal has published at least h papers and each has at least h citations.
The International Standard Serial Number (ISSN) of European Physical Education Review is/are as follows: 1356336X, 17412749 .
The ISSN is a unique 8-digit identifier for a specific publication like Magazine or Journal. The ISSN is used in the postal system and in the publishing world to identify the articles that are published in journals, magazines, newsletters, etc. This is the number assigned to your article by the publisher, and it is the one you will use to reference your article within the library catalogues.
ISSN code (also called as "ISSN structure" or "ISSN syntax") can be expressed as follows: NNNN-NNNC Here, N is in the set {0,1,2,3...,9}, a digit character, and C is in {0,1,2,3,...,9,X}
The publisher of European Physical Education Review is SAGE Publications Ltd . The publishing house of this journal is located in the United Kingdom . Its coverage history is as follows: 1995-2022 .
Please check the official website of this journal to find out the complete details and Call For Papers (CFPs).
The International Organization for Standardization 4 (ISO 4) abbreviation of European Physical Education Review is Eur. Phys. Educ. Rev. . ISO 4 is an international standard which defines a uniform and consistent system for the abbreviation of serial publication titles, which are published regularly. The primary use of ISO 4 is to abbreviate or shorten the names of scientific journals using the technique of List of Title Word Abbreviations (LTWA).
As ISO 4 is an international standard, the abbreviation ('Eur. Phys. Educ. Rev.') can be used for citing, indexing, abstraction, and referencing purposes.
If your area of research or discipline is related to Education, Orthopedics and Sports Medicine, Physical Therapy, Sports Therapy and Rehabilitation, Sports Science, etc. , please check the journal's official website to understand the complete publication process.
The simplest way to find out the acceptance rate or rejection rate of a Journal/Conference is to check with the journal's/conference's editorial team through emails or through the official website.
What is the impact score of european physical education review.
The latest impact score of European Physical Education Review is 4.24. It is computed in the year 2023.
The latest h-index of European Physical Education Review is 52. It is evaluated in the year 2023.
The latest SCImago Journal Rank (SJR) of European Physical Education Review is 1.103. It is calculated in the year 2023.
The latest ranking of European Physical Education Review is 3580. This ranking is among 27955 Journals, Conferences, and Book Series. It is computed in the year 2023.
European Physical Education Review is published by SAGE Publications Ltd. The publication country of this journal is United Kingdom.
This standard abbreviation of European Physical Education Review is Eur. Phys. Educ. Rev..
European Physical Education Review is a journal published by SAGE Publications Ltd.
For detailed scope of European Physical Education Review, check the official website of this journal.
The International Standard Serial Number (ISSN) of European Physical Education Review is/are as follows: 1356336X, 17412749.
The best quartile for European Physical Education Review is Q1.
The coverage history of European Physical Education Review is as follows 1995-2022.
Top journals/conferences in orthopedics and sports medicine, top journals/conferences in physical therapy, sports therapy and rehabilitation, top journals/conferences in sports science.
The European Physical Education Review is a research journal that publishes research related to Health Professions; Medicine; Social Sciences . This journal is published by the SAGE Publications Ltd. The ISSN of this journal is 1356336X, 17412749 . Based on the Scopus data, the SCImago Journal Rank (SJR) of european physical education review is 1.103 .
The Impact Factor of European Physical Education Review is 3.675.
The impact factor (IF) is a measure of the frequency with which the average article in a journal has been cited in a particular year. It is used to measure the importance or rank of a journal by calculating the times its articles are cited.
The impact factor was devised by Eugene Garfield, the founder of the Institute for Scientific Information (ISI) in Philadelphia. Impact factors began to be calculated yearly starting from 1975 for journals listed in the Journal Citation Reports (JCR). ISI was acquired by Thomson Scientific & Healthcare in 1992, and became known as Thomson ISI. In 2018, Thomson-Reuters spun off and sold ISI to Onex Corporation and Baring Private Equity Asia. They founded a new corporation, Clarivate , which is now the publisher of the JCR.
An indexed journal means that the journal has gone through and passed a review process of certain requirements done by a journal indexer.
The Web of Science Core Collection includes the Science Citation Index Expanded (SCIE), Social Sciences Citation Index (SSCI), Arts & Humanities Citation Index (AHCI), and Emerging Sources Citation Index (ESCI).
The latest impact factor of european physical education review is 3.675 .
The impact factor (IF) is a measure of the frequency with which the average article in a journal has been cited in a particular year. It is used to measure the importance or rank of a journal by calculating the times it's articles are cited.
Note: Every year, The Clarivate releases the Journal Citation Report (JCR). The JCR provides information about academic journals including impact factor. The latest JCR was released in June, 2023. The JCR 2024 will be released in the June 2024.
The latest Quartile of european physical education review is Q1 .
Each subject category of journals is divided into four quartiles: Q1, Q2, Q3, Q4. Q1 is occupied by the top 25% of journals in the list; Q2 is occupied by journals in the 25 to 50% group; Q3 is occupied by journals in the 50 to 75% group and Q4 is occupied by journals in the 75 to 100% group.
The publication time may vary depending on factors such as the complexity of the research and the current workload of the editorial team. Journals typically request reviewers to submit their reviews within 3-4 weeks. However, some journals lack mechanisms to enforce this deadline, making it difficult to predict the duration of the peer review process.
The review time also depends upon the quality of the research paper.
Visit to the official website of the journal/ conference to check the details about call for papers.
If your research is related to Health Professions; Medicine; Social Sciences, then visit the official website of european physical education review and send your manuscript.
Final summary.
European physical education review overview, impact factor, i. basic journal info, journal issn: 1356336x, 17412749, publisher: sage publications, history: 1995-ongoing, journal hompage: link, how to get published:, research categories, scope/description:, ii. science citation report (scr), european physical education review scr impact factor, european physical education review scr journal ranking, european physical education review scimago sjr rank, european physical education review scopus 2-year impact factor trend, european physical education review scopus 3-year impact factor trend, european physical education review scopus 4-year impact factor trend, european physical education review impact factor history, iii. other science influence indicators, european physical education review h-index, european physical education review h-index history.
Citing bodies, european physical education review.
Check your submission readiness.
Find out how your manuscript stacks up against 24 technical compliance and 6 language quality checks.
European Physical Education Review is a quarterly peer-reviewed academic journal that covers the field of physical education including sport and leisure issues and research. The journal was established in 1995 and is published by Sage Publications in association with the North West Counties Physical Education Association. Less
Topics covered on european physical education review, european physical education review journal specifications.
| English | Tri-annual | 1996 | | | Submissions Pack
One subscription packed with expert publication services and AI tools to get you published
Journal Selection Service
Benefit from our experts' recommendations of 3-5 best-suited journals, accompanied by a detailed Journal Selection report explaining the choices. Make informed decisions.
Journal Submission Service
Streamline your submission process with meticulous manuscript formatting to meet journal guidelines, crafting a tailored cover letter for the editor, and hassle-free account creation and submission
Bundle of AI tools for your research needs
Journal Finder, Paperpal, R Discovery, MindTheGraph and more
Buy now for a special Launch price!
Planning to publish in European Physical Education Review ?
Upload your Manuscript to get
- Degree of match
- Common matching concepts
- Additional journal recommendations
Recently Published Papers in European Physical Education Review
- 25 May 2024
- European Physical Education Review
- 20 May 2024
- 25 Apr 2024
Check if your research matches the topics covered in European Physical Education Review?
European physical education review scite analysis.
948 articles received 17K citations see all
- 1,006 Supporting
- 13,903 Mentioning
- 106 Contrasting
European Physical Education Review Editorial notices
- 0 Retractions
- 0 Withdrawals
- 0 Corrections
- 0 Expression of Concern
FAQs on European Physical Education Review
How long has european physical education review been actively publishing.
European Physical Education Review has been in operation since 1996 till date.
What is the publishing frequency of European Physical Education Review?
European Physical Education Review published with a Tri-annual frequency.
How many articles did European Physical Education Review publish last year?
In 2023, European Physical Education Review publsihed 44 articles.
What is the eISSN & pISSN for European Physical Education Review?
For European Physical Education Review, eISSN is 1741-2749 and pISSN is 1356-336X.
What is Citescore for European Physical Education Review?
Citescore for European Physical Education Review is 6.
What is the H Index for European Physical Education Review ?
H Index for European Physical Education Review is 52.
What is SNIP score for European Physical Education Review?
SNIP score for European Physical Education Review is 1.93.
What is the SJR for European Physical Education Review?
SJR for European Physical Education Review is Q1.
Who is the publisher of European Physical Education Review?
SAGE PUBLICATIONS LTD is the publisher of European Physical Education Review.
Copyright 2024 Cactus Communications. All rights reserved.
- Open access
- Published: 22 February 2024
Cultural moderation in sports impact: exploring sports-induced effects on educational progress, cognitive focus, and social development in Chinese higher education
- Qinglei Wang 1 ,
- Nor Eeza Zainal Abidin 1 ,
- Mohd Salleh Aman 1 ,
- Nina Wang 2 ,
- Luhong Ma 3 &
- Pan Liu 3
BMC Psychology volume 12 , Article number: 89 ( 2024 ) Cite this article
1689 Accesses
1 Citations
Metrics details
This research examines the nuanced challenges confronting Chinese university students within the dynamic milieu of Chinese education. The study comprehensively investigates factors encompassing educational progress, social development, cognitive focus, and Psychological Well-being (PWB), specifically emphasizing the role of sports participation.
To scrutinize the moderation-mediation nexus between cultural context and social development, a distribution of 500 questionnaires was administered to Chinese university students, yielding 413 responses, corresponding to an 82.6% response rate. Methodologically, this study employed moderation and mediation analyses, incorporating statistical techniques such as a principal component matrix, factor analysis, and hierarchical regression.
Prominent findings underscore the significant impact of age on educational progress, shaping the trajectory of academic advancement. Cumulative Grade Point Average (CGPA) emerges as a promising metric, establishing a link between academic performance and educational progress. Active involvement in sports and physical activities (PSPA) positively affects academic performance and study habits. Participation in sports teams and clubs (ISTC) enriches social development by nurturing interpersonal relationships, teamwork, and leadership skills. Sports activities (ESA) correlate with enhanced cognitive focus and improved psychological well-being. Significantly, the findings unveil a nuanced association between Perceived Social Development Through Sports (PSDTS) and educational progress.
Conclusions
Cultural Context (CC) moderates PSDTS, Sport-induced Cognitive Focus (SICF), and PWB, influencing educational progress. This study emphasizes the need for enhanced support systems—academic guidance, awareness, sports programs, and cultural competence training—to advance student well-being and academic achievement in China, fostering an empowering educational environment for societal progress.
Peer Review reports
Introduction
A discernible nexus between personal well-being and cognitive performance has been established in the present epoch. Research underscores the centrality of individual development, encompassing academic progress and mental health [ 1 ]. Sports and physical activities are recognized as potent facilitators of human development [ 2 ]. This study investigates the ramifications of sports on Chinese university students, specifically focusing on academic achievements, social maturation, mindfulness, and psychological well-being. By examining these interrelated dimensions, the research seeks to elucidate the nuanced contributions of sports to the holistic well-being of Chinese tertiary education attendees.The development of physical education curricula in Chinese universities is summarised in Table 1 , highlighting essential policy changes, educational goals, and syllabi requirements.
The research employs a theoretical framework that draws on various critical theories to comprehensively investigate the intricate relationship between sports involvement and academic progress in the specific context of China. The variable Perceived Enhancement in Educational Progress (PEP) is grounded in the ‘Social Cognitive Theory,’ positing that individuals acquire knowledge and skills through observation and reciprocal interactions. The PEP program considers academic performance and study habits, acknowledging the reciprocal influence of scholastic achievements and acquired behaviors. The independent variables, Participation in Sports and Physical Activities (PSPA), Involvement in Sports Teams and Clubs (ISTC), and Engagement in Sports Activities (ESA), find support in the ‘Achievement Goal Theory’ and the ‘Social Identity Theory.’ These theories propose that individuals engage in sports to achieve specific goals, be they mastery or performance-oriented, and that group participation in sports teams may shape social identity and influence behavior. Thus, these variables aim to gauge the immediate impact of sports participation and potential social and identity-related aspects associated with different forms of sports involvement.
Incorporating moderating-mediating factors, specifically Cultural Context (CC) and its interactions with SD, CF, and PWB, is grounded in the ‘Cultural-Historical Activity Theory.’ This concept underscores the significance of cultural context in shaping individuals’ behaviors and development within a particular sociocultural milieu. Within the Chinese context, these variables seek to explore how cultural elements may influence or mediate the observed outcomes, providing a nuanced understanding of the interplay between sports participation and educational progress. Finally, the mediating factors such as Perceived Social Development Through Sports (PSDTS), Sports-Induced Cognitive Focus (SICF), and Psychological Well-Being (PWB) align with the ‘Self-Determination Theory’ and the ‘Positive Youth Development Framework.’ These theories posit that sports foster autonomy, competence, and connection, leading to positive social and cognitive outcomes. Examining potential mediators in Psychological Well-Being, such as stress alleviation, self-worth, and adaptability, aligns with the broader recognition that these psychological aspects contribute to shaping one’s overall well-being.
In educational contexts, sports extend beyond mere physical activity, providing advantages for physical well-being, mental resilience, and social skills development [ 4 ]. Higher education institutions acknowledge the role of sports in facilitating holistic student development, a significance accentuated in China’s challenging and stress-laden academic environment [ 5 ]. This study explores the influence of sports on academic advancement, social maturation, mindfulness, and mental health among Chinese university students.This research carries significance for multiple reasons:
China’s education system is renowned for its high-pressure environment, often leading to stress and mental health concerns [ 6 ].
China actively advocates for sports in institutions to promote physical and character development, and our study sheds light on the effectiveness of these policies [ 7 ].
The interconnectedness of academic progress, social development, mindfulness, and mental well-being implies that changes in one sphere can ripple across others. This understanding guides institutions in providing holistic student support [ 8 ].
The findings hold implications for educators, policymakers, and students.
Educators glean insights on how sports enhance academic outcomes and well-being, guiding policymakers in refining physical education programs. Students may gain motivation for physical activities to manage university challenges better. This understanding is crucial in China, where well-being intersects with academic demands. This research informs policies, aids universities in enhancing support systems, and empowers students to leverage sports for academic and personal development.
This research addresses gaps in existing studies on the impact of sports, specifically in China’s cultural and educational setting. It comprehensively examines the effects of sports on Chinese university students, including academic progress, social development, mindfulness, and mental health. By exploring mediating factors, the study aims to offer a nuanced understanding. It contributes to evidence-based strategies for educational institutions and policymakers in China, prioritizing a holistic approach to student well-being. Overall, this research informs interventions and support systems to enhance students’ well-being and success in Chinese universities.
Review of literature
The intersection of sports, learning, social progress, meditation, and psychological well-being is globally gaining academic and practical importance. This literature review examines research on the effects of sports on students, especially Chinese university students.
Effects of sports on perceived educational progress
Sports’ impact on perceived educational success reveals a complex link between physical exercise and academic performance. While early studies hinted at potential clashes, recent research suggests a mutually beneficial relationship [ 9 , 10 ]. Sports contribute to physical health, cognition, discipline, and time management. Regular exercise enhances attention, memory, and problem-solving—which is essential for academic success [ 11 ]. Team sports cultivate leadership, communication, and collaboration skills, applicable to academics, and offer stress relief in China’s competitive learning environment [ 12 ].
Lin et al. (2023) found that chiropractic therapy in China and Hong Kong enhances health and sports performance by addressing biomechanical issues and improving neuromuscular function [ 13 ]. The study suggests that increased exposure to global audiences and investors may contribute to the growth of the chiropractic business. Zuo et al. (2023) investigated the interaction between traditional sports and games (TSGs) and nature, revealing that survival values, beliefs, attitudes, and the environment significantly shape TSGs [ 14 ]. This research challenges the notion that TSGs are solely influenced by their natural environment, providing theoretical and practical advice for their conservation. Zou et al. (2023) explored factors influencing the continued viewership of Chinese sports fans, finding that perceived value, functional quality, simplicity of use, and service quality impact audience loyalty. The report suggests government, business, and platform solutions to address challenges in audience loyalty. Xu et al. (2023) studied the social media attitudes of prospective Chinese PE teachers, with qualitative analysis revealing insights into value, risk, and overall perspective. Understanding how future educators perceive social media is crucial for its effective use in education [ 15 ].
In China, which values academic success, the influence of sports on education is enormous [ 16 ]. The nation’s education system is known for its high standards and academic concentration [ 17 ]. This paradigm suggests that sports may correct imbalances. This engagement lets kids exercise, improve their cognition, and manage their time.
Effects of sports on social development
University students’ entire development depends on social skills. Sports encourage socialization, teamwork, and personal development [ 18 ]. Sports teams and clubs help students build leadership, conflict resolution, and interpersonal skills. These skills are valuable in academic and personal/professional settings, according to Foley et al. (2022). In China, where solidarity and harmony are valued, athletics may help students cooperate and adapt to different social situations, according to Gu &Xue et al. (2022). The relationship between sports and social development in Chinese universities may reveal how sports might promote social competence [ 7 , 19 ].
Jacobo&Calabuig (2022) investigated the perception of athletic events as tourism attractions in Gran Canaria, finding positive effects on social cohesiveness, local growth, and overall sentiment [ 20 ]. This research informs tourism strategies and policies. Ma &Kurscheidt (2022) compared the commercialization of Chinese and Western professional football, emphasizing the need to understand the policy context for effective analysis [ 21 ]. Zhang and He (2022) explored the role of stress, autonomy, and burnout of Chinese social workers, revealing that increased discretion at work reduces burnout [ 22 ]. Their findings suggest ways for social care organizations to manage worker burnout effectively. Luo & Chen (2023) analyzed China’s green energy growth and sports industry concentration, indicating that sports industry concentration may positively influence green energy development [ 23 ]. The study concludes with policy recommendations for China’s renewable energy sector.
The relationship between athletics and social development is complicated, and understanding it might have significant implications. Academic competition might make it hard for Chinese university students to form social relationships [ 24 ]. Sports may help youngsters make friends, feel included, and build social skills [ 25 ].
Effects of sports on psychological well-being
The connection between athletics and mindfulness, particularly in Chinese institutions, warrants more research for a comprehensive understanding [ 26 ]. Zhang et al. (2023) studied mindfulness in Chinese professional athletes, revealing that its long-term effects on burnout are mediated by sensory avoidance and cognitive fusion, suggesting mindfulness training as a potential solution [ 6 ]. Wang et al. (2023) conducted quasi-experimental research on Macau college male basketball players, indicating that 7-week mindfulness training improves attention, concentration, and shooting accuracy [ 27 ]. Chang et al. (2023) introduced Mindfulness-based Peak Performance (MBPP), a randomized controlled trial exploring the impact of mindfulness-based interventions on peak athletic performance under stress, expecting to reveal the benefits of mindfulness training for athletes [ 28 ].
Luo et al. (2023) examined how mindfulness moderated the connection between bullying and sleep disturbance in Chinese youngsters [ 29 ]. Their study suggests that boys who practice mindfulness have fewer sleep issues due to bullying. This study suggests mindfulness may reduce bullying’s effects on children’s sleep. Birrer et al. (2023) examined sports acceptance and mindfulness bibliometric literature from 1969 to 2021 [ 30 ]. Previous initiatives, pertinent literature, countries, organizations, magazines, and more are included. Since 2014, performance, flow, and acceptability studies have exploded. Topics, including impact mechanisms, self-compassion, and well-being, indicate a growing interest in the neuroscientific aspects of mindfulness in sports.Chinese university students face tremendous academic pressure; therefore, studying the association between sports engagement and mindfulness might help them manage stress and improve mental health [ 31 ].
Effects of sports on cognitive focus
Cognitive focus concerns among university students are rising globally, including in China. Academic pressure and social expectations cause stress, anxiety, and depression [ 32 ]. Regular exercise releases mood-lifting endorphins and lowers cortisol. Sports can boost self-esteem, social support, and success, which may safeguard mental health.Given China’s rapidly aging population, Wong et al. (2023) recommended healthy and active aging. Their literature review covers the effects of exercise on Chinese people’s physical and mental health during the last 15 years [ 33 ]. This report says exercise improves physical, mental, and cognitive health. New ways to encourage the elderly to exercise are also discussed. Early trauma damaged Chinese college students’ mental health years later [ 34 ]. Their results suggest that childhood suffering does not predict adult mental health. However, high-intensity exercise mitigates early adversity’s long-term mental health impacts better than lower-intensity exercise. This research suggests that exercise may improve the mental health of college students who have experienced early trauma.
Ju et al. (2023) examined Chinese mental health and air pollution. Fixed effects models with instrumental factors confirm that PM2.5 and ground surface ozone worsen mental health [ 35 ]. Research shows that air pollution harms mental health, although regular exercise may mitigate this. This research found that regular exercise may reduce the mental health effects of air pollution. Cao and Liu (2023) evaluated how education, sports, Internet usage, TV, and sleep length affect Chinese teenagers’ academic performance [ 36 ]. Intellectual interests, physical activity, and relaxation have been linked to academic success. Conversely, excessive internet and TV use might hinder academic achievement. Furthermore, the role of sad symptoms as a mediator is confirmed. This research highlights the necessity to examine teenagers’ temporal allocation patterns and cognitive capacities.It is essential to understand how sports might improve mental health in China, where societal stigma prevents people from getting help. Chinese universities are more aware of the need for mental health care, and sports may help students improve their mental health.
Interconnections between sports and society
The research on sports and social development finds several connected results. Team sports constantly foster cooperative problem-solving. These exercises teach collaboration and cooperation via group accomplishment. No environment is better for developing practical communication skills than team sports [ 37 ]. Sports help people improve their verbal and nonverbal communication skills and social competence. Stress management is another benefit of athletics [ 38 ]. Regular exercise reduces stress and improves mental health. Sports lessons assist people in managing stress in daily life. Leadership and responsibility are developed via sports. Sports teams depend on leadership, whether from captains or players. These experiences provide leadership and responsibility abilities that may be used in numerous life and professional circumstances [ 39 ].
Sports boost self-confidence and dispute resolution. Participating in competitive and collaborative sports helps people resolve conflicts. Thus, individuals feel more equipped to tackle personal and professional obstacles [ 40 ]. Sports foster lasting friendships and other social bonds. Sports also foster diversity and inclusion—sports help to keep active and healthy [ 41 ]. Psychological and emotional advantages are as substantial as physical ones [ 42 ]. Sports require setting and attaining objectives, which affects other areas of life. Athletic goal-setting develops self-discipline, resilience, and drive that apply to life [ 43 ].
Theoretical background and research hypotheses
This study explores the complex connection between sports participation and the overall development of Chinese university students. It employs moderatedmediation frameworks to investigate how sports impact educational progress, social growth, mindfulness, and mental health. These frameworks consider that the relationship between sports participation and educational progress can be influenced by mediating factors (intermediate factors explaining the relationship) and moderating factors (contextual factors affecting the relationship’s strength or direction).
Participation in sports and physical activities positively correlates with educational progress with mediating factors of social development, cognitive focus, and psychological well-being, while moderated mediation with Chinese culture.
Academic self-efficacy, a mediator, is essential to interpreting the association between sports engagement and academic achievement. Sports may boost students’ self-confidence, which improves their study habits and performance. Further, academic competitiveness and pressure in China may decrease. Sports may relieve stress and enhance time management, benefit academic development more in high-pressure workplaces.
Involvement in sports teams and clubs has positively impacted social development, cognitive focus, and psychological well-being, ultimately contributing to improved educational achievement.
Team cohesion, a mediating element, may explain how sports participation boosts social development. Sports teams foster camaraderie and teamwork, which may affect students’ social connections outside of sports. Additionally, Chinese collectivism regulates. Sports may significantly impact social development in collectivist cultures that value group cohesiveness and cooperation.
Engagement in sports activities has been shown to correlate positively with enhanced cognitive focus and psychological well-being.
This hypothesis suggests that stress reduction, self-esteem, and resilience mediate sports engagement, cognitive attention, and psychological well-being. Sports may reduce academic stress and improve mental health. Additionally, academic stress and mental health support programs may moderate the effect. Athletic activities may improve cognitive attention and psychological well-being in high-pressure academic contexts when students struggle to maintain their mental health. Figure 1 shows the investigation’s theoretical backdrop.
Theoretical framework
Our moderated mediation framework provides a solid theoretical foundation for studying how sports involvement affects academic advancement, social development, cognitive focus, and psychological well-being in Chinese university students. We hope to grasp these complex connections by studying mediating and regulating elements. We can better understand how sports affect college students’ overall development in China by understanding their theoretical foundations.
Objectives of the study
This study has three objectives. The first objective is to the impact of sports on the academic progress of Chinese university students. The second objective is to investigate the relationship between sports participation and the development of social skills among Chinese university students. The third objective is to examine the links between Chinese university students’ sports involvement, cognitive focus, and psychological well-being. Additionally, it explores potential relationships between cultural factors and social development factors Furthermore, to investigate the impact of sports on Chinese university students, we address the following research questions:
How does engagement in sports influence the academic progress of Chinese university students, encompassing academic achievements and study habits?
What role do sports play in the social development of Chinese university students, encompassing interpersonal relationships, teamwork, and leadership skills?
How does participation in athletic activities relate to mindfulness and mental health in Chinese university students, and what processes underlie these connections?
Research method
Participants.
The study focused on university students currently enrolled in various academic institutions across China, encompassing a diverse range of universities. The research aimed to capture the breadth of university students, considering various academic backgrounds, programs, and fields of study to comprehensively represent the student body across Chinese universities. Therefore, a sample of 500 students from prominent institutions such as Peking University, Tsinghua University, Fudan University, Zhejiang University, Nanjing University, Shanghai Jiaotong University, Sun Yat-sen University, Sichuan University, Wuhan University, and Harbin Institute of Technology was selected. To ensure academic diversity, students from different departments and study backgrounds participated in the study. The research utilized a convenient sample method to effectively navigate the dynamic landscape of China’s educational system, ensuring representation from diverse academic institutions and departments. Employing University-Based Stratification, the study categorized the target population into strata using various institutions, allowing for the identification of unique attributes among different academic establishments. Stratum-Level Randomized Filtering was then employed to randomly select participants from each institution stratum, ensuring equal opportunities for all eligible students to participate. This approach aimed to minimize bias and achieve a representative sample, including individuals with varied academic interests and institutional affiliations. The robust Response Rate of 82.6%, with 413 out of 500 distributed surveys completed, enhances the study’s reliability and validity, bolstering the credibility of the research findings.For details on the sample’s response to the questionnaire dissemination through social media and field surveys, refer to Table 2 .
Table 3 shows 413 research participants. The research included 232 males (56.2%) and 181 women (43.8%). Most individuals were young adults (18–25), 32% were adults (26–33), and 10% were seniors (34+). Regarding the enrolment of students, 289 individuals, constituting 70.0% of the participants, were identified as undergraduate students. Conversely, 124 participants, accounting for 30.0% of the sample, were classified as graduate students. Moreover, the health condition of the individuals in our sample was shown to be a differentiating factor. Respondents were queried, ‘Do you engage in any sports or physical activities as a student?’ - Affirmative / - Negative. The participants who answered ‘Yes’ were classed as student-athletes, while those who answered ‘No’ were categorized as non-athletes. The binary categorization was determined by the respondents’ self-reported involvement status, enabling a definitive differentiation between persons actively involved in sports or physical activities and those not.Out of the total sample size, 261 participants (63.2%) were classified as student-athletes, while the remaining 152 participants (36.8%) were categorized as non-athletes. The analysis of the participants’ academic achievement, as assessed by their Cumulative Grade Point Average (CGPA), indicated that 268 participants (64.9%) obtained a CGPA of 3 or less, and 145 individuals (35.1%) attained a CGPA higher than 3. The sample above characteristics provide useful insights into the demographic makeup of our study population. These characteristics will serve as a fundamental basis for the forthcoming analyses, which will investigate the impact of sports on several aspects of learners’ scholastic achievement, social development, mindfulness, and mental health within the context of China. Table 3 shows the demographic profile of the participants.
Instrumentation
Various instruments were employed in this study to measure different constructs. The first instrument utilized was the “Perceived Enhancement in Educational Progress (PEP) measurement,” comprising 5 items adapted from the scholarly works of Spittle & Byrne [ 44 ], Crust et al. [ 45 ], and Slavinski et al. [ 46 ].The second instrument focused on social development, encompassing three factors: Involvement in Sports Teams and Clubs (ISTC), Engagement in Sports Activities (ESA), and Perceived Social Development Through Sports (PSDTS). The 5 items for ISTC and ESA were designed and extracted from the scholarly works of Spittle & Byrne (2009), Curst et al. (2014), and Slavinski et al. (2021) [ 44 , 45 , 46 ]. The 5 items for PSDTS were extracted from the scholarly work of Conroy &Coatsworth (2006) and Spaaij (2009) [ 47 – 48 ].
The third instrument focused on Cultural Context (CC), and the items were extracted from the scholarly work of Sue & Zane [ 49 ] and Yu et al. [ 50 ]. An example question is, “The cultural context in China significantly influences the emphasis placed on sports as part of the education system.”
The fourth instrument, Sports-Induced Cognitive Focus (SICF), drew upon the academic research conducted by Baltzell and Akhtar [ 51 ] and Scott-Hamilton et al. [ 52 ]. It aimed to identify key elements of SICF, focusing on “The positive impact of participating in sports activities on an individual’s ability to cultivate mindfulness and enhance awareness of the present moment.”
The fifth instrument, Psychological Well-Being (PWB), comprised 5 items derived from the academic research conducted by Mahoney et al. (2014) and Breistøl et al. (2017) [ 53 – 54 ]. A sample question is, “Participating in sports activities benefits one’s holistic mental well-being.”
Data collection procedure
Data collection.
Data collection spanned from February 15th to June 25th, 2023, followed by the data analysis phase until July 30th, 2023, strategically chosen to encompass all pertinent research variables and conduct a thorough examination of the collected data. Employing a dual approach for data collection, the study utilized popular social media platforms (WeChat, Weibo, and QQ) and structured questionnaires, effectively communicating with potential students and encouraging their questionnaire participation. The questionnaires were administered to students at their respective universities, preceded by a pilot test with a smaller student group to ensure item clarity and comprehension. The study assessed the reliability of scales using Cronbach’s alpha to ensure internal consistency.
In the subsequent analysis, the study considered various variables, including the dependent variable Perceived Educational Progress (PEP), which encompassed academic performance and study habits. Independent variables comprised Participation in Sports and Physical Activities (PSPA), Involvement in Sports Teams and Clubs (ISTC), and Engagement in Sports Activities (ESA). The study introduced mediating variables, such as Perceived Social Development Through Sports (PSDTS), Sports-Induced Cognitive Focus (SICF), and Psychological Well-Being (PWB), potentially influenced by factors like stress reduction, self-esteem, and resilience.
Moreover, the study explored moderating-mediating variables, focusing specifically on Cultural Context (CC) and its interactions, including CC × SD, CC × CF, and CC × PWB. This exploration delved into China’s cultural and educational context as a critical element in the overall analysis.
Data analysis
The data underwent diverse analytical procedures. Initially, descriptive statistics, encompassing means, standard deviations, and frequencies, were computed to offer a comprehensive overview of the sample and the variables under investigation.Subsequently, Cronbach’s Alpha was employed as the second analytical step to evaluate the reliability of the scales utilized in the study. This measure aimed to ensure robust internal consistency for each scale, thereby bolstering the reliability of the measurement instruments.As the third analytical approach, factor analysis, a statistical technique, was applied. This method sought to investigate the latent component structure of the observed data, unveiling underlying factors contributing to the observed patterns.
Finally, the fourth method involved the utilization of regression analysis to empirically examine relationships between deterministic, reliant, controlling, and intervening factors. This approach facilitated hypothesis testing and provided a deeper understanding of the intricate relationships between various variables.
This study shows how sports affect Chinese students’ academic progress, social growth, awareness, and psychological well-being. The study provides valuable information about sample characteristics and measuring scale reliability. Table 4 displays the descriptive statistics and Cronbach’s Alpha coefficients for the variables examined in our research, which investigates the influence of sports on scholastic advancement, social growth, cognitive focus, and psychological well-being in China.
Table 4 outlines the key characteristics of our sample. The gender distribution tilts towards males (56.2%) compared to females (43.8%), a factor essential for analyzing the impact of sports on education and psychology. The average age, 1.527, implies that the majority fall within the 18–33 age range, offering insights into how different age groups respond to sports-based learning. Student enrollment statistics reveal 70.0% undergraduates and 30.0% graduates, suggesting the need for varied sports program designs based on student demographics. Non-athletes (36.8%) and student-athletes (63.2%) exhibit distinct health profiles, allowing for an assessment of the mental and educational benefits of sports. Notably, 64.9% of the sample holds a CGPA of three or below, providing a basis for comparing academic performance with sports activity.
The specific criteria of interest highlight that participants’ perceived educational progress (PEP) averages 3.682, indicating positive educational advancement. Sports and physical activities (PSPA) garner a slightly lower mean score of 3.647, signifying moderate participation. Considerable engagement in team-based sports at ISTC is reflected in a mean score of 3.688. ESA achieves a typical score of 3.678, indicating robust sports activity. Cultural context (CC), representing China’s cultural and educational background, averages 3.659, suggesting cultural influences on individuals. Perceived Social Development Through Sports (PSDTS), encompassing cooperation, leadership, and interpersonal relationships, earns a mean score of 3.663, indicating a favorable environment. The average SICF is 3.674, denoting moderate mindfulness. Psychological well-being (PWB), covering stress reduction, self-esteem, and resilience, averages 3.659, reflecting cognitive positivity.
Individual variable Cronbach’s Alpha values indicate measuring scale internal consistency. Data credibility increases with higher Cronbach’s Alpha values (0.741 to 0.910), indicating scale reliability. Significant component variance and total variance are in Table 5 .
Table 5 reveals that the first component, with an initial eigenvalue of 1.272, explains 15.898% of the variation. The second component, with an initial eigenvalue of 1.116, accounts for 13.950% of the variance. Combined, the first two components explain 29.848% of the variation. The third component, with an initial eigenvalue of 1.094, explains 13.675% of the variation. The first three components together represent 43.523% of the variance. The fourth component, with an initial eigenvalue of 1.063, explains 13.293% of the variance. The first four components collectively capture 56.816% of the variation. Components 5 to 8, although having eigenvalues, are not analyzed or presented in the table as they fall below the threshold for meaningful interpretation (eigenvalue < 1). Principal Component Analysis (PCA) was conducted using the “Extraction Method,” demonstrating that the top four components retain significant information from the original variables, making them meaningful for further analysis. Future studies may disregard components 5 to 8 due to their minimal explanatory power.
Table 6 shows the Factor Analysis findings for our research variables. This table’s “Component Matrix” displays the connections between original variables and extracted factors (components).
The Factor Analysis results reveal significant associations between identified components and key variables. Component 1 positively correlates with Perceived Enhancement in Educational Progress (PEP) and Participation in Sports and Physical Activities (PSPA), indicating that integrating sports into educational programs may enhance student academic performance. Component 2, linked to Involvement in Sports Teams and Clubs (ISTC), Sports-Induced Cognitive Focus (SICF), and Psychological Well-Being (PWB), suggests that sports team engagement may not necessarily improve mindfulness or mental wellness. Component 3 is positively connected to Perceived Social Development Through Sports (PSDTS) and Sports Activities (ESA), suggesting that sports contribute positively to social development, offering an avenue for enhancing students’ social, teamwork, and leadership skills. Lastly, Component 4 exhibits favorable associations with Cultural Context (CC) and Sports-Induced Cognitive Focus (SICF), indicating that Chinese educational and cultural variables may influence mindfulness. These findings provide valuable insights for educational institutions to design holistic programs that effectively integrate sports, education, mindfulness, mental health, and social development elements.
A regression analysis is shown in Table 7 to determine how demographic, explanatory, mediatory, and moderating factors affect “Perceived Educational Progress.” Also examined is the moderated-mediation effect.
Educational institutions face significant economic and administrative challenges when “Age” lowers students’ performance. To help older students thrive, they need financial aid, counselling, and academic support [ 55 ]. This investment may improve employment chances and incomes, benefitting society. Institutions administrators should provide older students with specialized academic assistance, career coaching, and flexible class schedules to fit their employment and family obligations [ 56 ]. Meeting older kids’ needs improves their education and performance.
Higher CGPAs improve educational results, making it essential. For education and economic prosperity, institutions should emphasize intellectual achievement. Academically challenging institutes create graduates with suitable skills and knowledge, improving their career chances and income [ 57 ]. Institutions should give resources and subsidies to motivate students to obtain high CGPAs. Tutoring, study groups, and academic help may boost academic performance [ 58 ]. Recognizing CGPA’s relevance may help institutions set clear academic expectations and provide students with the tools and assistance they need to excel.
“PSPA” improves academic performance, showing that sports and physical exercise boost academic performance. Educational institutions face economic and management repercussions from this conclusion. Institutions should prioritize and support sports and physical activity programs to strategically improve health and education [ 59 ]. Diverse sports, physical activities, infrastructure, coaching, and extracurricular teams may boost student participation. The curriculum may also include sports-related themes and concepts to promote transdisciplinary learning [ 60 ]. Support systems and mentorship programs that relate academic performance to sports engagement may further reinforce the bond.
The positive influence of “ISTC” on educational advancement underlines the relationship between extracurricular sports and academic performance. Extracurricular activities improve academic achievement, graduation rates, and workforce skills [ 61 ]. Institutions should invest in and develop sports teams and organizations for better education and campus life. These initiatives need coaching, facilities, and equipment [ 62 ]. Institutes may use sports teamwork, leadership, and discipline to teach life skills. Mentorship programs that link sports and academics may help pupils. Extracurricular activities like sports teams and organizations may improve learning [ 63 ].
The link between SICF and academic achievement emphasizes the necessity of cognitive methods to improve student performance. Student awareness improves graduation rates, academic performance, and workforce competency, boosting economic development [ 64 ]. Meditation programs, mindfulness training, and seminars may be added to educational programs and student assistance. These approaches assist learners in managing stress, increasing focus and general well-being, and improving academic achievement. Mindfulness training and incorporation into teaching may boost classroom engagement, focus, and emotional self-regulation [ 65 ]. These treatments should be part of a balanced student well-being and academic performance plan.
Mental health affects academic performance. Thus, institutions should include mental health treatments in achievement programs. Mentally healthy students graduate faster, perform better, and work more efficiently, which boosts economic development and social welfare [ 66 ]. Student accomplishment programs should include counselling, stress management, mental health specialists, and stigma reduction measures. A caring and inclusive campus environment that promotes mental health awareness and encourages students to seek help is essential. Public education, peer support, and mental health services may address mental health difficulties [ 67 ]. Regular assessments of pupils’ mental health and well-being may identify individuals who need support and adapt remedies. Recognizing the link between mental health and academic achievement helps institutions aid students emotionally and intellectually.
PSDTS has a negative mediation impact on Cultural Context (CC) and educational development, meaning social progress mitigates the detrimental effects of cultural background on schooling. From a management standpoint, social development skills must be improved to offset cultural influences on educational advancement. Social development determines how cultural background affects institutions [ 68 ]. CC and PSDTS moderate and moderated-mediates education. This complicated link emphasizes adjusting education to students’ cultural and social development. To address educational disparities across cultures and socioeconomic groups, institutional strategies should incorporate cultural context and socioeconomic development determinants to provide equitable access to educational resources and opportunities [ 69 ]. Proactive support programs concentrating on culturally sensitive teaching, mentoring, and interventions to meet different students’ needs may benefit educational institutions [ 70 ]. Data-driven decision-making may assist in building student-support strategies and approaches by understanding how cultural background and social development impact educational attainment. Teachers need more training to understand cultural context and social evolution and create inclusive, culturally sensitive learning settings [ 71 ].
Cultural context matters for introducing mindfulness programs in institutions since CC and SICF moderate educational attainment favourably. Culturally customized mindfulness practices may improve educational development and student performance, boosting the economy [ 72 ]. Educational institutions should provide management-level mindfulness programs representing students’ cultural backgrounds. Faculty and staff need cultural competence training to comprehend and use cultural context [ 73 ]. This program helps teachers develop inclusive and culturally sensitive classrooms.
Cultural context and mental health may impair educational growth, as CC and PWB (Psychological well-being) adversely influence academic advancement. This shows how culturally responsive mental health treatment improves learning and long-term economics. Institutions should include counselling, stress management, and mental health awareness programs that integrate students’ cultures. These programs should address culturally diverse students’ concerns and fight mental health stigma [ 74 ]. To ensure students obtain mental health care, collaboration with culturally relevant treatment providers is essential [ 75 ].
Upon analyzing the empirical outcomes of our research, a complex network of components becomes apparent, each exerting a noticeable impact on the learning setting. By using well-established theoretical frameworks, we want to carefully analyze these subtle distinctions and provide an academic discussion on the consequences for higher learning. The connection between physical activity (PSPA) and academic achievements becomes apparent when considering the alignment with embodied ‘cognitive theory.’ The embodiment viewpoint suggests that cognition is intrinsically connected to sensory experiences. In line with Davids et al. [ 76 ] influential research, our results support the need to reassess instructional goals. Institutions should prioritize and support physical endeavours and sports to enhance both academic performance and students’ general health, considering the connection between the body and the mind. The apparent inverse relationship between age and academic success prompts us to consider the ‘socioemotional selectivity theory.’ According to Pruzan&Isaacowitz [ 77 ], this idea emphasizes how people’s priorities change as they age, with a greater focus on emotionally significant objectives. To conform with this framework, institutions should readjust their support systems to cater to the distinct requirements of adult learners. The integration of financial assistance, counselling, and learning support is necessary for the school and a moral obligation.
The work supports the principles of ‘human capital theory’ and confirms the inherent worth of cognitive accomplishment, as shown by higher CGPAs. The notion of talent, advocated by Pang & Lee [ 78 ], explains the significant influence that learning has on economic output. The institution’s focus on academic rigor, bolstered by resources, scholarships, and mentoring programs, fosters a mutually beneficial connection between intellectual endeavour and economic success. The fundamental relationship of SICF highlights the significance of ‘cognitive learning theories.’ The research highlights the need to incorporate meditation programs and mindfulness therapies into the instruction system, promoting a shift toward comprehensive intellectual growth. Grounded on the ‘biopsychosocial paradigm,’ the connection between emotional wellness and academic success emphasizes the complex interaction of psychological and social variables.
The research focuses on the favorable effects of recreational pursuits on academic attainment, keeping with the youth growth vision. Wakefield & Poland [ 79 ]emphasize the significance of social events in promoting proficiency, moral qualities, and social bonds. Our research suggests that educational institutions should invest significantly in various sports programs. These programs should go beyond just providing recreational activities and instead serve as catalysts for the whole development of students. The presence of PSDTS in the relationship between Cultural Context (CC) and learning growth leads us to explore the concept of ‘social capital theory’. Pusztai [ 80 ] proposes that interpersonal relationships and shared resources influence educational achievement according to this paradigm. The research suggests that institutions should prioritize acquiring interpersonal capabilities to mitigate the influence of cultural origins on educational progress. Incorporating inclusive methods of instruction and proactive assistance programs is essential in the quest for instructional justice. The research highlights the need for learning institutions to include integrated psychological interventions in student success programs. Institutions may enhance their students’ intellectual and psychological well-being by creating a supportive campus atmosphere. This will not only lead to academic achievement but also help in developing resilient and flourishing persons.
The intersection of CC and PWB in influencing academic progress leads us to behavioural neuroscience. Emphasized by James &Prilleltensky [ 81 ] research, cultural psychology highlights the mutual impact of civilization and emotional wellness. Our research emphasizes the need for learning organizations to include indigenous behavioural healthcare therapies in educational support programs. Engaging in partnerships with culturally appropriate treatment providers is crucial to effectively address the complex psychological medical requirements of various student groups. The influence of Cultural Context (CC) on implementing mindfulness programs requires examining cultural competency frameworks. These frameworks, influenced by Dyche& Zayas [ 82 ], emphasize the need to understand and integrate cultural subtleties into educational processes. The research strongly recommends that institutions of learning go beyond standard approaches and instead promote incorporating mindfulness practices tailored to specific cultural contexts. An aware and knowledgeable faculty, proficient in cultural competency, plays a crucial role in establishing diverse and socially aware environments.
Conclusions and policy recommendations
This study examines how Chinese university students’ sports participation affects their academic performance, social development, cognitive concentration, psychological well-being, and cultural environment. To study these factors’ complicated interplay, 413 students from 10 Chinese institutions were surveyed. The results illuminate several academic progression elements. Age seems to affect educational attainment negatively. However, a positive association between CGPA and educational progress demonstrates that academic achievement leads to educational advancement. Sports and physical activities (PSPA) and sports teams and clubs (ISTC) also improve academic performance. According to the findings, sports promote academic performance and social development. Also, Sports-Induced Cognitive Focus (SICF) and psychological well-being (PWB) improve perceived educational success. This research emphasizes the need for mental health advocacy and mindfulness in institutions. Cognitive attention and psychological well-being offset the unfavourable effects of Perceived Social Development Through Sports (PSDTS) on academic progress. This complex link emphasizes the necessity for a complete educational aid plan that includes mental health and social development. The moderation study showed that the impact of these components differed by culture. The positive relationship between social development and academic performance is boosted by cultural background. However, the connection between cultural environment and psychological well-being had a conflicting effect, suggesting a complicated interaction between culture and mental health in educational development.
The research findings support various comprehensive policy recommendations to promote Chinese university students’ educational quality and well-being, such as,
Implementing inclusive student support programs is essential for addressing academic, mental health, and physical fitness aspects of student well-being. These programs should be designed to safeguard pupils at different educational levels.
Promoting an interdisciplinary approach to teaching is crucial for integrating sports and physical activities into the curriculum. This method promotes a balanced lifestyle since physical and mental health affect academic performance.
Cultural competence training is essential for educators at all levels to provide inclusive and culturally aware learning environments. This training program aims to foster tolerance for diverse viewpoints.
Prioritizing mental health care in educational institutions is crucial. This includes ensuring students access counselling, stress management, and mental health awareness activities. Eliminating the stigma of mental health patients is crucial.
Promoting and supporting initiatives to improve physical fitness is essential. This requires vigorously promoting regular sports and exercise. A holistic method enhances students’ physical, mental, and academic well-being.
It is crucial to provide flexible educational options for all age groups. Customized programs should help older students overcome educational hurdles and continue their academic pursuits.
Establishing institutional mechanisms like scholarships, awards, and honours programs is crucial for formalizing academic excellence recognition and incentives. This fosters academic achievement and progress.
Offering diverse extracurricular activities, including sports teams, organizations, and cultural activities, is significant. These activities promote social growth, leadership, and well-roundedness.
Evaluation of policies and programs’ impact on students’ well-being and academic achievement is crucial. Research-driven policymaking helps make informed changes and improvements.
Fostering cooperation across educational institutions, government agencies, non-profits, and corporations is crucial. These collaborations may leverage resources and expertise to help children develop fully.
The policy above promotes a holistic approach to education that addresses student well-being’s physical, mental, and social elements. By implementing these steps, China may create an educational system that promotes academic success and holistic development, preparing students for future challenges.
Our study’s findings have significant pedagogical implications for educational settings. Teaching strategies should be adapted to meet the specific needs of more aging students by providing them with professional support services, including counseling, flexibility, and financial aid. In addition to traditional academic assessments, a holistic approach that encourages analytical thinking, creativity, and problem-solving should be advocated to reevaluate the emphasis on cognitive achievements. Because of the positive relationship between physical activity and academic performance, institutes should attempt to include physical education and sports in their curricula to help students stay healthy and sharp. When looking for ways to help students develop their minds, manage stress, and feel better emotionally, contemplative courses and meditation exercises are great resources. Training teachers and other institute employees to be culturally competent are essential for creating welcoming classrooms that receive students from all backgrounds and perspectives. Achieving academic equity requires proactively launching aid initiatives that address socioeconomic and ethnic issues head-on. Institutions must transform and enhance their methods to create a more inclusive, comprehensive, and supportive learning environment for all students as extracurricular involvement expands beyond traditional boundaries and mental health is integrated into the educational experience.
Data availability
Data is provided within the manuscript, and it will available upon request from the corresponding author.
Tan E, Frambach J, Driessen E, Cleland J. Opening the black box of school-wide student wellbeing programmes: a critical narrative review informed by activity theory. Adv Health Sci Educ. 2023. https://doi.org/10.1007/s10459-023-10261-8
Article Google Scholar
Baena-Morales S, Merma-Molina G, Ferriz-Valero A. Integrating education for sustainable development in physical education: fostering critical and systemic thinking. Int J Sustain High Educ. 2023. https://doi.org/10.1108/IJSHE-10-2022-0343
Wei D, Wang Q. (2021, December). Interpretation and Practice of Physical Education Policy in Chinese Colleges and Universities (1979–2020). In 2nd International Conference on Education Studies: Experience and Innovation (ICESEI 2021) (pp. 179–184). Atlantis Press.
Zhang T, Shi Z. Research on the Evaluation Model of Athletes Youth Mental Health Education in the context of positive psychology. Revista De Psicología Del Deporte. (Journal Sport Psychology). 2022;31(2):132–41.
CAS Google Scholar
Dobosz D, Hetmańczyk H. Well-being of Chinese students - a review in the context of implications for the educational proces. Int J Chin Educ. 2023;12(1). https://doi.org/10.1177/2212585X231163388
Zhang H, Qin Y, Khalid S, Tadesse E, Gao C. A systematic review of the impact of physical activity on cognitive and noncognitive development in Chinese University students. Sustainability. 2023;15(3):2438.
Xue R, Li H. Characteristics, experience, and Enlightenment of Leisure and Sports Policy and Public Health Development in developed countries. J Environ Public Health Article ID. 2023;9842710. https://doi.org/10.1155/2023/9842710
Kuyken W, Ball S, Crane C, Ganguli P, Jones B, Montero-Marin J, MYRIAD Team. Effectiveness of universal school-based mindfulness training compared with normal school provision on teacher mental health and school climate: results of the MYRIAD cluster randomised controlled trial. BMJ Ment Health. 2022;25(3):125–34.
Google Scholar
Berki T, Tarjányi Z. The role of physical activity, enjoyment of physical activity, and school performance in learning motivation among high school students in Hungary. Children. 2022;9(3):320.
Article PubMed PubMed Central Google Scholar
Chou Y, Hu BY, Winsler A, Wu H, Greenburg J, Kong Z. Chinese preschool children’s physical fitness, motor competence, executive functioning, and receptive language, math, and science performance in Kindergarten. Child Youth Serv Rev. 2022;136:106397.
Greco G, Poli L, Carvutto R, Patti A, Fischetti F, Cataldi S. Effects of a Complex Physical Activity Program on Children’s arithmetic problem solving and arithmetic reasoning abilities. Eur J Invest Health Psychol Educ. 2023;13(1):141–50.
Woolf J, Chen G, Haugen M, Welty Peachey J. Role conflict of Chinese Student-Athletes: distinct challenges they face and implications for Collegiate Sport administrators. J Global Sport Manage. 2022. https://doi.org/10.1080/24704067.2022.2062030
Lin AFC, Piong SZ, Wan WM, Li P, Chu VK, Chu ECP, Chu V. Unlocking athletic potential: the integration of chiropractic care into the sports industry and its impact on the performance and health of athletes and economic growth in China and Hong Kong. Cureus. 2023;15(4):e37157. https://doi.org/10.7759/cureus.37157
Zou Y, Zhang X, Zheng W, Huang Z. Exploring the sustainable influencing factors of audience loyalty of Chinese sports live broadcast platform based on SEM model. Technol Forecast Soc Chang. 2023;189:122362.
Xu Y, Yin Z, Liu H, Sun M, Guo Z, Liu B. Model construction of Chinese preservice Physical Education teachers’ perception of Social Media: A grounded Theory Approach. Int J Environ Res Public Health. 2022;20(5):3886.
Fei Y. A comparative study of academic assessments between Local High School Education and the International Baccalaureate Diploma Program in China. J Educ Humanit Social Sci. 2023;8:120–6.
Al-Chaer ED. The future of the University: Outlook for a twenty-First-Century Economy. In: Badran A, Baydoun E, Hillman S, Mesmar J, editors. Higher education in the Arab World. Cham: Springer; 2023. https://doi.org/10.1007/978-3-031-33568-6_4
Chapter Google Scholar
Swanson S, Todd S, Inoue Y, Welty Peachey J. Leading for multidimensional sport employee well-being: the role of servant leadership and teamwork. Sport Manage Rev. 2022;25(5):748–70.
Foley C, Darcy S, Hergesell A, Almond B, McDonald M, Brett E. University-based sport and social clubs and their contribution to the development of graduate attributes. Act Learn High Educ. 2022. https://doi.org/10.1177/14697874221127692
Jacobo R, Calabuig F. Residents’ perception of the impact of sports Tourism on sustainable Social Development. Sustainability. 2021;14(3):1232.
Ma Y, Kurscheidt M. Doing it the Chinese way: the politically-led commercialization of professional football in China. J Global Sport Manage. 2022;7(3):355–71.
Zhang N, He X. Role stress, job autonomy, and burnout: the mediating effect of job satisfaction among social workers in China. J Social Service Res. 2022;48(3):365–75.
Luo M, Chen L. The impact of sports industry agglomeration on the high-quality development of green energy. Front Environ Sci. 2023;11:1109072.
Horta H, Li H. Nothing but publishing: the overriding goal of PhD students in mainland China, Hong Kong, and Macau. Stud High Educ. 2023;48(2):263–82.
Wijayanti PAS, Pitriani P, Mahendra A. The influence OfExtracuricular sports Programs on the development of life skills during the Covid-19 Pandemi at Ta’mirul Islam Elementary School. JUARA: JurnalOlahraga. 2023;8(2):776–93.
Mojtahe K, Ali U, Ahmad MT. Examining the effects of Mindfulness training on stress and anxiety in Sport. Revista De Psicología Del Deporte. (Journal Sport Psychology). 2023;32(2):106–14.
Wang Q, Collet JP, Liu W, Lang X, Feng D, Ding F, Huang S. Work-related stress and stress management practice among Chinese hospital staff working night shifts: a mixed-methods study. Int J Stress Manage. 2023;30(3):274–86.
Chang Y, Gill DL, Creswell JD, Chen D, Lin C, Chu C, Nien J. Effect of mindfulness-based intervention on endurance performance under pressure and performance-relevant mental attributes, an interdisciplinary perspective: protocol for a mindfulness-based peak performance (MBPP) trial. Contemp Clin Trials. 2023;129:107175.
Article PubMed Google Scholar
Luo ML, Zhu XW, Lian SL. Moderating effects of mindfulness in the relation between bullying victimization and sleep disturbance in Chinese children: sex differences. J Genet Psychol. 2023. https://doi.org/10.1080/00221325.2023.2216250
Birrer D, Scalvedi B, Frings N. A bibliometric analysis of Mindfulness and Acceptance Research in sports from 1969 to 2021. Mindfulness. 2023;14:1038–53.
Wang Y, Lei S, Wu C. The effect of mindfulness intervention on the psychological skills and shooting performances in male Collegiate basketball athletes in Macau: a quasi-experimental study. Int J Environ Res Public Health. 2022;20(3):2339.
Liu XQ, Guo YX, Zhang WJ, Gao WJ. Influencing factors, prediction and prevention of depression in college students: a literature review. World J Psychiatry. 2022;12(7):860.
Article CAS PubMed PubMed Central Google Scholar
Wong MY, Ou K, Chung PK, Chui KY, Zhang C. The relationship between physical activity, physical health, and mental health among older Chinese adults: a scoping review. Front Public Health. 2023;10:914548.
Wang X, Fu K. Long-term effects of early adversity on the mental health of college students: the mitigating effect of physical exercise. Front Psychol. 2023;14:1102508.
Ju K, Lu L, Wang W, Chen T, Yang C, Zhang E, Xu Z, Li S, Song J, Pan J, Guo Y. Causal effects of air pollution on mental health among Adults——An exploration of susceptible populations and the role of physical activity based on a longitudinal nationwide cohort in China. Environ Res. 2023;217:114761.
Article CAS PubMed Google Scholar
Cao X, Liu X. Time Use and cognitive achievement among adolescents in China: depression symptoms as mediators. J Intell. 2023;11(5):88.
Kramers S, Thrower SN, Steptoe K, Harwood CG. Parental strategies for supporting children’s psychosocial development within and beyond elite sport. J Appl Sport Psychol. 2023;35(3):498–520.
Rose S, Burton D, Kercher V, Grindley E, Richardson C. Enduring stress: a quantitative analysis on coping profiles and sport well-being in amateur endurance athletes. Psychol Sport Exerc. 2023;65:102365.
Machida-Kosuga M, Kohno N. Athlete leader development: the perspectives of athlete leaders, teammates, and coaches. J Appl Sport Psychol. 2023;35(2):111–35.
Wu Q, Tan Y, Sun G, Ding Q. (2023). The relationship between self-concept clarity, athletic identity, athlete engagement and the mediating roles of quality of life and smartphone use in Chinese youth athletes. Heliyon, 9(10), e21197.
Carter-Thuillier B, López-Pastor V, Gallardo-Fuentes F, Carter-Beltran J, Fernández-Balboa JM, Delgado-Floody P, Sortwell A. After-school sports programmes and social inclusion processes in culturally diverse contexts: results of an international multicase study. Front Psychol. 2023;14:1122362.
Ort A, Reinhardt A, Koch L, Rossmann C. The emotional effects of gain-loss frames in persuasive messages about sun protection on health promotional outcomes: evidence from an experimental study. Health Commun. 2023;38(3):512–21.
Weight EA, Smith AB, Rubin LM. The Athlete advantage: Human Capital Resource Emergence through Sport. J Issues Intercoll Athletics. 2022;15:442–58.
Spittle M, Byrne K. The influence of sport education on student motivation in physical education. Phys Educ Sport Pedagogy. 2009;14(3):253–66.
Crust L, Earle K, Perry J, Earle F, Clough A, Clough PJ. Mental toughness in higher education: relationships with achievement and progression in first-year university sports students. Pers Indiv Differ. 2014;69:87–91.
Slavinski T, Bjelica D, Pavlović D, Vukmirović V. Academic performance and physical activities as positive factors for life satisfaction among university students. Sustainability. 2021;13(2):497.
Conroy DE, Coatsworth JD. Coach training as a strategy for promoting youth social development. Sport Psychol. 2006;20(2):128–44.
Spaaij R. The social impact of sport: diversities, complexities and contexts. Sport Soc. 2009;12(9):1109–17.
Sue S, Zane NW. Academic achievement and socioemotional adjustment among Chinese university students. J Couns Psychol. 1985;32(4):570.
Yu CCW, Chan S, Cheng F, Sung RYT, Hau KT. Are physical activity and academic performance compatible? Academic achievement, conduct, physical activity and self-esteem of Hong Kong Chinese primary school children. Educational Stud. 2006;32(4):331–41.
Baltzell A, Akhtar VL. Mindfulness meditation training for sport (MMTS) intervention: impact of MMTS with division I female athletes. J Happiness Well-Being. 2014;2(2):160–73.
Scott-Hamilton J, Schutte NS, Brown RF. Effects of a mindfulness intervention on sports‐anxiety, pessimism, and flow in competitive cyclists. Appl Psychology: Health Well‐Being. 2016;8(1):85–103.
PubMed Google Scholar
Mahoney JW, Gucciardi DF, Ntoumanis N, Mallet CJ. Mental toughness in sport: motivational antecedents and associations with performance and psychological health. J Sport Exerc Psychol. 2014;36(3):281–92.
Breistøl S, Clench-Aas J, Van Roy B, Raanaas RK. Association between participating in noncompetitive or competitive sports and mental health among adolescents–a Norwegian population-based cross-sectional study. Scandinavian J Child Adolesc Psychiatry Psychol. 2017;5(1):28–38.
Renner BJ, Skursha E. Support for adult students to overcome barriers and improve persistence. J Continuing High Educ. 2022. https://doi.org/10.1080/07377363.2022.2065435
Pandya A, Lodha P. Mental health consequences of COVID-19 pandemic among college students and coping approaches adapted by higher education institutions: a scoping review. SSM-Mental Health. 2022;2:100122.
Al-Mamary YH, Alshallaqi M. Impact of autonomy, innovativeness, risk-taking, proactiveness, and competitive aggressiveness on students’ intention to start a new venture. J Innov Knowl. 2022;7(4):100239.
Berhane B, Onuma F, Buenaflor S, Fries-Britt S, Ogwo A. They helped me to get through: investigating Institutional sources of support at two-year Colleges that facilitate the transfer and persistence of Black Engineering Students. Community Coll Rev. 2023;51(1):103–27.
Oldridge-Turner K, Kokkorou M, Sing F, Klepp KI, Rutter H, Helleve A, Allen K. Promoting physical activity policy: the development of the MOVING framework. J Phys Activity Health. 2022;19(4):292–315.
Lu HF. Statistical learning in sports education: a case study on improving quantitative analysis skills through project-based learning. J Hospitality Leisure Sport Tourism Educ. 2023;32:100417.
Zakso A, Agung I, Sofyatiningrum E, &Capnary MC. Factors affecting character education in the development of the profile of Pancasila students: the case of Indonesia. J Posit School Psychol. 2022;6(2):2254–73.
Caneva C, Monnier E, Pulfrey C, El-Hamamsy L, Avry S, DelherZufferey J. Technology integration needs empowered instructional coaches: accompanying in-service teachers in school digitalization. Int J Mentor Coaching Educ. 2023;12(2):194–215.
Thurman SL, Miranda Tapia OR. Considerations for Designing and implementing a First-Generation College Student peer mentoring program. J First-generation Student Success. 2023. https://doi.org/10.1080/26906015.2023.2231024
Huang J. The role of English as a foreign language teachers’ mindfulness and compassion in fostering students’ foreign language enjoyment. Front Psychol. 2022;13:2279.
Tarrasch R, Berger R. Comparing indirect and combined effects of mindfulness and compassion practice among schoolchildren on inter-and intra-personal abilities. Mindfulness. 2022;13(9):2282–98.
Tawse J, Demou E. (2022). Qualitative study to explore UK medical students’ and junior doctors’ experiences of occupational stress and mental health during the COVID-19 pandemic. BMJ open, 12(12), e065639.
Lindsay BL, Bernier E, Boman J, Boyce MA. Understanding the connection between student wellbeing and teaching and learning at a Canadian research university: a qualitative student perspective. Pedagogy Health Promotion. 2023;9(1):5–16.
Rizvi S, Rienties B, Rogaten J, Kizilcec RF. Beyond one-size-fits-all in MOOCs: variation in learning design and persistence of learners in different cultural and socioeconomic contexts. Comput Hum Behav. 2022;126:106973.
Hennessy S, D’Angelo S, McIntyre N, Koomar S, Kreimeia A, Cao L, Zubairi A. Technology use for teacher professional development in low-and middle-income countries: a systematic review. Computers Educ Open. 2022;3:100080.
Kim J, Lee H, Cho YH. Learning design to support student-AI collaboration: perspectives of leading teachers for AI in education. Educ Inform Technol. 2022;27(5):6069–104.
Ewim DRE. Integrating Business principles in STEM Education: fostering entrepreneurship in students and educators in the US and Nigeria. IJEBD (International J Entrepreneurship Bus Development). 2023;6(4):590–605.
Oeij PR, Hulsegge G, Preenen PT. Organisational mindfulness as a sustainable driver of employee innovation adoption: individual and organisational factors. Saf Sci. 2022;154:105841.
Bender F. Navigating Cultural Diversity with Intercultural Proficiency. A Roadmap to Intercultural proficiency. Diversity and inclusion research. Cham: Springer; 2022. https://doi.org/10.1007/978-3-031-04899-9_5
McGorry PD, Mei C, Chanen A, Hodges C, Alvarez-Jimenez M, Killackey E. Designing and scaling up integrated youth mental health care. World Psychiatry. 2022;21(1):61–76.
Watson KR, Capp G, Astor RA, Kelly MS, Benbenishty R. We need to address the trauma: School Social Workers′ views about Student and Staff Mental Health during COVID-19. School Mental Health. 2022;14(4):902–17.
Davids K, Handford C, Williams M. The natural physical alternative to cognitive theories of motor behaviour: an invitation for interdisciplinary research in sports science? J Sports Sci. 1994;12(6):495–528.
Pruzan K, &Isaacowitz DM. An attentional application of socioemotional selectivity theory in college students. Soc Dev. 2006;15(2):326–38.
Pang V, Lee PL. Motivational factors in continuing education an academic achievement of adult learners. Malaysian J Learn Instruction. 2013;10:57–77.
Wakefield SE, Poland B. Family, friend or foe? Critical reflections on the relevance and role of social capital in health promotion and community development. Soc Sci Med. 2005;60(12):2819–32.
Pusztai G. The effects of institutional social capital on students’ success in higher education. HERJ Hung Educational Res J. 2014;4(3):68–83.
James S, Prilleltensky I. Cultural diversity and mental health: towards integrative practice. Clin Psychol Rev. 2002;22(8):1133–54.
Dyche L, Zayas LH. Cross-cultural empathy and training the contemporary psychotherapist. Clin Soc Work J. 2001;29:245–58.
Download references
The author(s) received no financial support for this article’s research, authorship, and/or publication.
Author information
Authors and affiliations.
Faculty of Sports and Exercise Science, Universiti Malaya, Kuala Lumpur, Malaysia
Qinglei Wang, Nor Eeza Zainal Abidin & Mohd Salleh Aman
Department of Educational Psychology & Counselling, Faculty of Education, Universiti Malaya, Kuala Lumpur, Malaysia
Department of Sport Studies, Faculty of Educational Studies, Universiti Putra Malaysia, 43300, Seri Kembangan, Selangor, Malaysia
Luhong Ma & Pan Liu
You can also search for this author in PubMed Google Scholar
Contributions
Qinglei Wang, Nor Eeza Zainal Abidin, Mohd Salleh Aman, Nina Wang, Luhong Ma, and Pan Liu conceptualization and writing; Mohd Salleh Aman and Nina Wang, Luhong Ma: supervised and data validation; Mohd Salleh Aman andNina Wang: data curation and manuscript writing.
Corresponding author
Correspondence to Nor Eeza Zainal Abidin .
Ethics declarations
Ethics approval and consent to participate.
All the study protocols followedUniversiti Malaya Research Ethics Guidelines and were approved by the Universiti Malaya Research Ethics Committee (UMREC) with reference number UM.TNC2/UMREC_1988.All the information of the participants was hidden, and informed consent was obtained from all the participants with the approval of UMREC.
Consent for publication
Not applicable.
Competing interests
The authors declare no competing interests.
Additional information
Publisher’s note.
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ . The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/ ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
Reprints and permissions
About this article
Cite this article.
Wang, Q., Zainal Abidin, N.E., Aman, M.S. et al. Cultural moderation in sports impact: exploring sports-induced effects on educational progress, cognitive focus, and social development in Chinese higher education. BMC Psychol 12 , 89 (2024). https://doi.org/10.1186/s40359-024-01584-1
Download citation
Received : 15 December 2023
Accepted : 11 February 2024
Published : 22 February 2024
DOI : https://doi.org/10.1186/s40359-024-01584-1
Share this article
Anyone you share the following link with will be able to read this content:
Sorry, a shareable link is not currently available for this article.
Provided by the Springer Nature SharedIt content-sharing initiative
- Perceived Educational progress
- Sports activities
- Sports-induced cognitive focus
- Psychological well-being
- Cultural Context
BMC Psychology
ISSN: 2050-7283
Fact sheets
- Facts in pictures
- Publications
- Questions and answers
- Tools and toolkits
- HIV and AIDS
- Hypertension
- Mental disorders
- Top 10 causes of death
- All countries
- Eastern Mediterranean
- South-East Asia
- Western Pacific
- Data by country
- Country presence
- Country strengthening
- Country cooperation strategies
- News releases
- Feature stories
- Press conferences
- Commentaries
- Photo library
- Afghanistan
- Cholera
- Coronavirus disease (COVID-19)
- Greater Horn of Africa
- Israel and occupied Palestinian territory
- Disease Outbreak News
- Situation reports
- Weekly Epidemiological Record
- Surveillance
- Health emergency appeal
- International Health Regulations
- Independent Oversight and Advisory Committee
- Classifications
- Data collections
- Global Health Estimates
- Mortality Database
- Sustainable Development Goals
- Health Inequality Monitor
- Global Progress
- Data collection tools
- Global Health Observatory
- Insights and visualizations
- COVID excess deaths
- World Health Statistics
- Partnerships
- Committees and advisory groups
- Collaborating centres
- Technical teams
- Organizational structure
- Initiatives
- General Programme of Work
- WHO Academy
- Investment case
- WHO Foundation
- External audit
- Financial statements
- Internal audit and investigations
- Programme Budget
- Results reports
- Governing bodies
- World Health Assembly
- Executive Board
- Member States Portal
COVID-19 pandemic triggers 25% increase in prevalence of anxiety and depression worldwide
Wake-up call to all countries to step up mental health services and support.
In the first year of the COVID-19 pandemic, global prevalence of anxiety and depression increased by a massive 25%, according to a scientific brief released by the World Health Organization (WHO) today. The brief also highlights who has been most affected and summarizes the effect of the pandemic on the availability of mental health services and how this has changed during the pandemic.
Concerns about potential increases in mental health conditions had already prompted 90% of countries surveyed to include mental health and psychosocial support in their COVID-19 response plans, but major gaps and concerns remain.
“The information we have now about the impact of COVID-19 on the world’s mental health is just the tip of the iceberg,” said Dr Tedros Adhanom Ghebreyesus, WHO Director-General. “This is a wake-up call to all countries to pay more attention to mental health and do a better job of supporting their populations’ mental health.”
Multiple stress factors
One major explanation for the increase is the unprecedented stress caused by the social isolation resulting from the pandemic. Linked to this were constraints on people’s ability to work, seek support from loved ones and engage in their communities.
Loneliness, fear of infection, suffering and death for oneself and for loved ones, grief after bereavement and financial worries have also all been cited as stressors leading to anxiety and depression. Among health workers, exhaustion has been a major trigger for suicidal thinking.
Young people and women worst hit
The brief, which is informed by a comprehensive review of existing evidence about the impact of COVID-19 on mental health and mental health services, and includes estimates from the latest Global Burden of Disease study, shows that the pandemic has affected the mental health of young people and that they are disproportionally at risk of suicidal and self-harming behaviours. It also indicates that women have been more severely impacted than men and that people with pre-existing physical health conditions, such as asthma, cancer and heart disease, were more likely to develop symptoms of mental disorders.
Data suggests that people with pre-existing mental disorders do not appear to be disproportionately vulnerable to COVID-19 infection. Yet, when these people do become infected, they are more likely to suffer hospitalization, severe illness and death compared with people without mental disorders. People with more severe mental disorders, such as psychoses, and young people with mental disorders, are particularly at risk.
Gaps in care
This increase in the prevalence of mental health problems has coincided with severe disruptions to mental health services, leaving huge gaps in care for those who need it most. For much of the pandemic, services for mental, neurological and substance use conditions were the most disrupted among all essential health services reported by WHO Member States. Many countries also reported major disruptions in life-saving services for mental health, including for suicide prevention.
By the end of 2021 the situation had somewhat improved but today too many people remain unable to get the care and support they need for both pre-existing and newly developed mental health conditions.
Unable to access face-to-face care, many people have sought support online, signaling an urgent need to make reliable and effective digital tools available and easily accessible. However, developing and deploying digital interventions remains a major challenge in resource-limited countries and settings.
WHO and country action
Since the early days of the pandemic, WHO and partners have worked to develop and disseminate resources in multiple languages and formats to help different groups cope with and respond to the mental health impacts of COVID-19. For example, WHO produced a story book for 6-11-year-olds, My Hero is You, now available in 142 languages and 61 multimedia adaptations, as well as a toolkit for supporting older adults available in 16 languages.
At the same time, the Organization has worked with partners, including other United Nations agencies, international nongovernmental organizations and the Red Cross and Red Crescent Societies, to lead an interagency mental health and psychosocial response to COVID-19. Throughout the pandemic, WHO has also worked to promote the integration of mental health and psychosocial support across and within all aspects of the global response.
WHO Member States have recognized the impact of COVID-19 on mental health and are taking action. WHO’s most recent pulse survey on continuity of essential health services indicated that 90% of countries are working to provide mental health and psychosocial support to COVID-19 patients and responders alike. Moreover, at last year’s World Health Assembly, countries emphasized the need to develop and strengthen mental health and psychosocial support services as part of strengthening preparedness, response and resilience to COVID-19 and future public health emergencies. They adopted the updated Comprehensive Mental Health Action Plan 2013-2030, which includes an indicator on preparedness for mental health and psychosocial support in public health emergencies.
Step up investment
However, this commitment to mental health needs to be accompanied by a global step up in investment. Unfortunately, the situation underscores a chronic global shortage of mental health resources that continues today. WHO’s most recent Mental Health Atlas showed that in 2020, governments worldwide spent on average just over 2% of their health budgets on mental health and many low-income countries reported having fewer than 1 mental health worker per 100 000 people.
Dévora Kestel, Director of the Department of Mental Health and Substance Use at WHO, sums up the situation: ”While the pandemic has generated interest in and concern for mental health, it has also revealed historical under-investment in mental health services. Countries must act urgently to ensure that mental health support is available to all.”
Media Contacts
Alison Brunier
Communications Officer World Health Organization
Carla Drysdale
IMAGES
VIDEO
COMMENTS
Impact Factor: 3.4 / 5-Year Impact Factor: 3.5 . JOURNAL HOMEPAGE. SUBMIT PAPER. European Physical Education Review brings together contributions from a wide range of disciplines across the natural and social sciences and humanities. It includes theoretical and research-based articles and occasionally devotes Special Issues to major topics and ...
European Physical Education Review publishes contributions from Europe and all regions of the world, promoting international communication among scholars and professionals. ... three and four years have been cited in the current year. The two years line is equivalent to journal impact factor ™ (Thomson Reuters) metric. Cites per document Year ...
European Physical Education Review IF is increased by a factor of 0.65 and approximate percentage change is 18.11% when compared to preceding year 2021, which shows a rising trend. The impact IF , also denoted as Journal impact score (JIS), of an academic journal is a measure of the yearly average number of citations to recent articles ...
European Physical Education Review is an international multi- and interdisciplinary journal that stimulates and presents scholarly enquiry in the broad field of physical education, including sport and leisure issues and research.. European Physical Education Review brings together contributions from a wide range of disciplines across the natural and social sciences and humanities and ...
European Physical Education Review is a quarterly peer-reviewed academic journal that covers the field of physical education including sport and leisure issues and research. The journal was established in 1995 and is published by Sage Publications in association with the North West Counties Physical Education Association.
Impact Factor (IF): 3.4 Journal Citation Indicator (JCI): 2.11 Citations: 1,882 Open Access Support: Hybrid and Open Access Support. Country: ENGLAND ... » European Physical Education Review. Abbreviation: EUR PHYS EDUC REV ISSN: 1356-336X eISSN: 1741-2749 Category / Quartile:
The latest impact score (IS) of the European Physical Education Review is 4.24.It is computed in the year 2023 as per its definition and based on Scopus data. 4.24 It is increased by a factor of around 0.65, and the percentage change is 18.11% compared to the preceding year 2021, indicating a rising trend.The impact score (IS), also denoted as the Journal impact score (JIS), of an academic ...
European Physical Education Review is a quarterly peer-reviewed academic journal that covers the field of physical education including sport and leisure issues and research. ... According to the Journal Citation Reports, its 2013 impact factor is 0.438, ranking it 154th out of 219 in the category "Education & Educational Research". References
European Physical Education Review Impact Factor 2024 . The latest impact factor of european physical education review is 3.675. The impact factor (IF) is a measure of the frequency with which the average article in a journal has been cited in a particular year. It is used to measure the importance or rank of a journal by calculating the times ...
Top authors and change over time. The top authors publishing in European Physical Education Review (based on the number of publications) are: Dawn Penney (19 papers) published 1 paper at the last edition, 1 less than at the previous edition,; Ann MacPhail (19 papers) published 1 paper at the last edition, 1 less than at the previous edition,; Matthew D. Curtner-Smith (17 papers) published 2 ...
European Physical Education Review Impact Factor & Key Scientometrics. European Physical Education Review Overview. Impact Factor. 3.79 H Index. 48. Impact Factor ... European Physical Education Review Impact Factor History. 2-year 3-year 4-year. 2022 Impact Factor . 4.239 4.317 4.486. 2021 Impact Factor . 4.114 4.547 4.344. 2020 Impact Factor .
European Physical Education Review. Published by SAGE. Print ISSN: 1356-336X. Articles. Observational analysis of student activity modes, lesson contexts and teacher interactions during games ...
European Physical Education Review Impact Factor, IF, number of article, detailed information and journal factor. ISSN: 1356-336X. ... Enter journal title, issn or abbr in this box to search. European Physical Education Review. Journal Abbreviation: EUR PHYS EDUC REV Journal ISSN: 1356-336X. Year: Impact Factor (IF) Total Articles: Total Cites ...
European Physical Education Review 2023-2024 Journal's Impact IF is 3.675. Check Out IF Ranking, Prediction, Trend & Key Factor Analysis. ... The 2023-2024 Journal's Impact IF of European Physical Education Review is 3.675, ... European Physical Education Review Key Factor Analysis. Publisher. SAGE Publications Ltd Key Factor Analysis
The graph shows the changes in the impact factor of European Physical Education Review and its the corresponding percentile for the sake of comparison with the entire literature. Impact Factor is the most common scientometric index, which is defined by the number of citations of papers in two preceding years divided by the number of papers published in those years.
European Physical Education Review is a quarterly peer-reviewed academic journal that covers the field of physical education including sport and leisure issues and research. The journal was established in 1995 and is published by Sage Publications in association with the North West Counties Physical Education Association.
Background This research examines the nuanced challenges confronting Chinese university students within the dynamic milieu of Chinese education. The study comprehensively investigates factors encompassing educational progress, social development, cognitive focus, and Psychological Well-being (PWB), specifically emphasizing the role of sports participation. Methods To scrutinize the moderation ...
The European Journal of Operational Research (EJOR) publishes high quality, original papers that contribute to the methodology of operational research (OR) and to the practice of decision making. EJOR contains the following types of papers: • Invited Reviews, explaining to the general OR audience the developments in an OR topic over the ...
Español. In the first year of the COVID-19 pandemic, global prevalence of anxiety and depression increased by a massive 25%, according to a scientific brief released by the World Health Organization (WHO) today. The brief also highlights who has been most affected and summarizes the effect of the pandemic on the availability of mental health ...
Impact Factor: 3.4 / 5-Year Impact Factor: 3.5 . JOURNAL HOMEPAGE. SUBMIT PAPER. Submission guidelines ... European Physical Education Review adheres to a rigorous double-anonymized reviewing policy in which the identity of both the reviewer and author are always concealed from both parties. Two independent reviews are required for a manuscript ...