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ORIGINAL ARTICLE
Year : 2020  |  Volume : 11  |  Issue : 1  |  Page : 201

Gender differences in academic performance of high school students: The relationship with cardiorespiratory fitness, muscle endurance, and test anxiety


1 Department of Biology, Université du Québec à Montréal, Montreal, Canada
2 Department of Exercise Science, Université du Québec à Montréal, Montreal, Canada

Correspondence Address:
Antony D Karelis
Department of Exercise Science, Université du Québec à Montréal, 8888, Succursale Centre-Ville, Montreal, Quebec
Canada
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/ijpvm.IJPVM_258_18

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Background: The purpose of this study was to investigate the relationship between cardiorespiratory fitness, muscle endurance, and test anxiety levels with academic performance in both genders of high school students. Methods: A total of 545 grade nine students (mean age: 14.1 ± 0.4 years old) participated in this study. Final grades in language, mathematics, and science and the overall mean average of all courses were used to assess academic performance. Cardiorespiratory fitness levels were estimated using the 20 meter shuttle run test and muscle endurance was measured using push-up and curl-up tests. Participants also completed a questionnaire for the assessment of test anxiety. Independent t-tests, correlations, and linear regression analysis were performed. Results: Results show that female students (n = 292) had significantly higher grades in language and science as well as a higher overall mean average than male students (P < 0.001). Moreover, we observed that female students had significant greater correlation coefficient values than male students for cardiorespiratory fitness levels and muscle endurance with academic performance (P < 0.05). Finally, linear regression analysis showed multiple differences between male and female students regarding independent predictors of academic performance (P < 0.01). Conclusions: Results of the present study indicate that the academic performances of male and female students are different in high school and that these distinct academic performances appear to be explained by different variables.


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