Abstract
Physical fitness has consistently been linked to cognitive and academic performance, with sustained attention recognized as a key predictor of academic success (DOI 10.1123/apaq.2019-0108). However, few studies have explored whether sustained attention moderate the relationship between physical fitness and academic performance in children with learning disabilities (LD), and existing findings remain inconclusive due to certain limitations. This study investigated the moderating role of sustained attention in the association between physical fitness and academic performance among children with LD while also addressing the related limitations. This study enrolled 71 elementary school children with LD (33 girls, mean age = 11.03 years ± 0.82), who participated in the assessment of physical fitness. Additionally, sustained attention was measured using the DAUF Sustained Attention Test from the Vienna Testing System, while academic performance was assessed using Chinese language and mathematics tests" as recommended. Bivariate analyses showed that academic performance was, as a dependent variable, significantly and positively related to physical fitness (r = .22 & .24, p < .05) and significantly negatively related to DAUF sustained attention (r = - .51 & -.43, p < .01) in children with LD. Additionally, the hierarchical regression analysis revealed that sustained attention moderated the association between physical fitness, Chinese language (β = - 4.03, p < .05), and mathematics (β = - 5.00, p < .01) after controlling for selected socio-demographic characteristics. These findings have major implications for child development, emphasizing the key role of physical fitness in the beneficial effects of sustained attention on academic achievement.