Emotion regulation interventions on physical activity: a systematic review and meta-analysis
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The purpose of this meta-analysis was to examine the effectiveness of emotion regulation (ER; i.e. intra-psychic tactic(s) to manage one’s emotions) interventions to change physical activity and to explore potential moderators of the findings. Eligible studies were published in a peer-reviewed journal in English, included an experimental design with physical activity as the dependent variable and ER as the independent variable, among adults (>18 yrs.). A literature search completed in March 2025, using six common databases, yielded 30 independent effect sizes. Random-effects meta-analysis, after removing four outliers (N = 1934), showed positive changes in physical activity favoring the intervention over the control group g = 0.24 (95% CI = 0.12 to 0.36). The point estimate, however, showed significant (Q = 40.32, p = 0.03) heterogeneity, and follow-up moderator analyses found that studies with smaller sample sizes, all-female samples, validated self-report of physical activity, feasibility designs, shorter interventions, and shorter follow-up assessments of physical activity reported significantly larger effect sizes when compared to larger samples, mixed gender samples, direct physical activity assessments, and effectiveness trials with longer durations and follow-up periods. Overall, the findings show that physical activity may change as a result of experimental intervention using ER approaches, but estimates are biased by preliminary phase studies.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.008 | 0.004 |
| Bibliometrics | 0.001 | 0.001 |
| 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 it