Cardiac vagal tone and executive functions: Moderation by physical fitness and family support

Physical fitness levels among children in northeast Italy by sex and age group: a comparison with teachers' assessments and children in other European countries

Introduction

Physical fitness is associated with health-related quality of life, especially among youth. Although schools play an important role in promoting children's physical activity, in Italy the lack of qualified physical education teachers in primary schools may be compromising children's achievement of recommended levels of physical activity.

Methods

To test that possibility, we measured the physical fitness of 170 children (i.e., 79 boys and 91 girls) 6-10 years old in two schools in Cadore, Veneto, in northeast Italy, using the Physical Fitness Test, a tool developed in Norway and previously used among children there and in Lithuania. Teachers in Italy also assessed their students' physical fitness, and their rankings were correlated with the children's test results. The test battery included nine elements: a standing broad jump, hopping 7 m on both feet, hopping 7 m on one foot, throwing a tennis ball, pushing a medicine ball, climbing wall bars, a 10 × 5 m shuttle run, a 20 m run, and a 6 min Cooper test.

Results

Test scores generally increased with age and more steeply among boys than girls, and boys outperformed girls on most items. Children in Italy performed similarly to children in Norway but outperformed ones in Lithuania on nearly every item across sex and age groups. The correlation between teachers' predictions and the actual test results was rather low for boys (.538, p < .001) and even lower for girls (.360, p < .001).

Discussion

Data revealed similar results in physical fitness between the three countries, albeit with some differences for individual items. However, primary school teachers in Italy assessed physical fitness rather poorly, possibly due to their lack of specific academic training in physical education and thus limited perception of physical fitness compared with academically trained physical education teachers. Last, because the procedure for categorizing children by age may significantly affect the results and subsequent between-group comparisons, researchers comparing children in different age groups should report their procedures for categorizing age.

The mediating role of inhibitory control and the moderating role of family support between anxiety and Internet addiction in Chinese adolescents

OBJECTIVE

While some studies have explored the influencing factors of adolescent internet addiction, the risk factors and protective factors still require further discussion. This study aims to examine the mediating role of inhibitory control between anxiety and internet addiction among Chinese adolescents, as well as the moderating role of family support in the relationship between anxiety and inhibitory control.

METHODS

A cross-sectional study was conducted through convenience sampling from February to March 2024 in seven schools across five provinces in China. A total of 1677 participants (697 males and 980 females) with an average age of 15.86 ± 0.74 years were included in the study. Self-reported data on internet addiction, anxiety, inhibitory control, and family support were collected, followed by correlation analysis and moderated mediation model testing.

RESULTS

After controlling for participants' gender and age, the study found that anxiety could significantly predict adolescent internet addiction directly (β = 0.429, p < 0.001). When inhibitory control was introduced as a mediating variable, the predictive effect of anxiety on adolescent internet addiction remained significant (β = 0.317, p < 0.001). Additionally, family support alleviated the relationship between anxiety and adolescents' inhibitory control (β = -0.057, p < 0.01).

CONCLUSION

Anxiety can predict adolescent internet addiction through inhibitory control, while family support can moderate the predictive relationship between anxiety and adolescents' inhibitory control. It is recommended that guardians pay attention to adolescents' negative emotions, provide adequate support, guide emotional regulation, and prevent the occurrence of internet addiction.

Moderate cardiac vagal tone is associated with more cooperation in children

Childhood is a crucial period for prosocial development, including cooperative behaviors. Recent studies have shown a quadratic relation (inverted U-shape curve) between cardiac vagal tone (CVT) and various prosocial emotions and behaviors in children, but data are lacking on cooperative behaviors. In a sample of 111 school-aged children (M = 7.77; SD = 1.24, range: 6-11), we tested the association between the root mean square of successive differences in interbeat intervals (RMSSD) at rest, and cooperative behavior in a task designed to be comparable to a stag hunt game. We found evidence for an association between RMSSD and cooperation that follows an inverted U-shape. In addition, older children were more likely to cooperate than younger children. Lastly, we found an interaction between RMSSD and age such that the association between RMSSD and cooperation behavior was present for younger but not older children. In addition, we proposed an extension of the Johnson-Neyman test to assess the significant region of interaction between age and the linear and quadratic RMSSD. These results add to a growing literature suggesting that moderate RMSSD is associated with greater prosocial behavior and provide novel evidence that this association extends to children's cooperation.

Evaluating High and Low Heart Rate Variability Response and Neurocognitive Performance in Workers: An Exploratory Study

Heart rate variability (HRV) has the potential to be a predicting factor of cognitive performance. The present research aimed to explore the differences in neurocognitive performance of workers with high HRV and low HRV. A total of 48 white-collar workers and 53 blue-collar workers were assessed. An electrocardiogram was used to obtain HRV data, whereby a 10 min baseline and an active (neuropsychological task) recording were taken. Median splits were performed on data to obtain high- and low-HRV groups. The Cambridge Neuropsychological Test Automated Battery, specifically, the spatial working memory, attention-switching task, rapid visual processing, and spatial span were used. Higher HRV (RMSSD and HF) was linked to better neurocognitive performance measures. Interestingly, the blue- and white-collar groups exhibited different correlations and, in some cases, showed an inverse relationship with the same variables. The differences observed in the present study demonstrate the importance of assessing task-dependent HRV parameters.

Reading with induced worry: The role of physiological self-regulation and working memory updating in text comprehension

BACKGROUND

An interplay of emotional and cognitive aspects underlies academic performance. We focused on the contribution of such interplay to text comprehension.

AIMS

We investigated the effect of worry on comprehension and the role of two potential moderators of this effect: physiological self-regulation as resting heart rate variability (HRV) and working memory updating.

SAMPLE

Eighty-two seventh graders were involved in a quasi-experimental design.

METHODS

Students read an informational text in one of two reading conditions: to read for themselves to know more (n = 46; low-worry condition) or to gain the highest score in a ranking (n = 36; high-worry condition). Students' resting HRV was recorded while watching a video of a natural scenario. The executive function of working memory updating was also assessed. After reading, students completed a comprehension task.

RESULTS

Findings revealed the moderating role of HRV in the relationship between induced worry and text comprehension. In the high-worry condition, students with higher resting HRV performed better than students who read under the same instructions but had lower HRV. In contrast, in the low-worry condition, students with higher resting HRV showed a lower performance as compared to students with lower HRV. Finally, working memory updating was positively related to text comprehension.

CONCLUSIONS

Our findings indicate that the cognitive component of anxiety, that is, worry, plays a role in performing a fundamental learning activity like text comprehension. The importance of physiological self-regulation emerges clearly. In a condition of high worry, higher ability to regulate emotions and thoughts acts as a protective factor.