The effect of exercise on social cognitive function in adolescents: the mechanism of emotion
Bibliographic record
Abstract
With increasing global attention on adolescent mental health and cognitive development, physical activity has emerged as a key factor in promoting all-round development. This study investigates the effects of moderate-intensity physical activity on adolescents’ social cognitive function, with a focus on the mediating role of emotional regulation. A 12-week intervention was conducted with 300 adolescents aged 12 to 18. Physical activity levels were objectively measured using accelerometers, social cognitive function was assessed using the Montreal Cognitive Assessment Scale (MoCA), and emotional state was measured using the Emotional Regulation Scale (ERS). The results showed that moderate-intensity physical activity significantly improved social cognitive functions, particularly in social information processing and emotional understanding (p < 0.01). Emotional regulation played a key mediating role in this process, explaining 38% of the total effect (p < 0.001). Gender and BMI were also found to moderate this effect, with females and individuals with a normal BMI showing more significant improvements (p < 0.05). These findings support the integration of moderate physical activity into adolescents’ routines to enhance their cognitive, emotional, and social development.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".