References
Bailey, R. (2006). Physical education and sport in schools: A review of benefits and outcomes. Journal of School Health, 76(8), 397-401.
Biddle, S. J. H., & Asare, M. (2011). Physical activity and mental health in children and adolescents: A review of reviews. British Journal of Sports Medicine, 45(11), 886-895.
Biddle, S. J. H., Asare, M., & Thøgersen-Ntoumani, C. (2019). Mind-Body Interventions to Reduce Risky Behaviors and Improve Mental Health in College Students: A Comprehensive Review. Journal of American College Health, 67(1), 90-101.
Biddle, S. J. H., Ciaccioni, S., Thomas, G., & Vergeer, I. (2019). Physical activity and mental health in children and adolescents: An updated review of reviews and an analysis of causality. Psychology of Sport and Exercise, 42, 146-155.
Coe, D. P., Pivarnik, J. M., Womack, C. J., Reeves, M. J., & Malina, R. M. (2006). Effect of physical education and activity levels on academic achievement in children. Medicine & Science in Sports & Exercise, 38(8), 1515-1519.
Daniels, L. M., Stupnisky, R. H., Pekrun, R., Haynes, T. L., Perry, R. P., & Newall, N. E. (2009). A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. Journal of Educational Psychology, 101(4), 948-963.
Deighton, J., Lereya, S. T., Casey, P., Patalay, P., & Fonagy, P. (2018). Mental Health, Behavioural, and Developmental Outcomes for Boys and Girls of Refugee Backgrounds Resettled in the UK. European Child & Adolescent Psychiatry, 27(6), 673-683.
Dyer, J. (2018). Supporting Positive Mental Health and Wellbeing in Secondary Schools. In Promoting Mental Health and Wellbeing in Schools (pp. 67-84). Springer.
Fedewa, A. L., & Ahn, S. (2011). The Effects of Physical Activity and Physical Fitness on Children’s Achievement and Cognitive Outcomes: A Meta-Analysis. Research Quarterly for Exercise and Sport, 82(3), 521-535.
Goetz, T., Frenzel, A. C., Pekrun, R., & Hall, N. C. (2010). The Domain-Specificity of Academic Emotional Experiences. Journal of Experimental Education, 78(1), 5-22.
Goetz, T., Frenzel, A. C., Stoeger, H., & Hall, N. C. (2010). Antecedents of everyday positive emotions: An experience sampling analysis. Motivation and Emotion, 34(1), 49-62.
Hoare, E., Milton, K., Foster, C., & Allender, S. (2017). The Associations between Sedentary Behaviour and Mental Health among Adolescents: A Systematic Review. International Journal of Behavioral Nutrition and Physical Activity, 14(1), 1-9.
Lubans, D. R., Richards, J., Hillman, C. H., Faulkner, G., Beauchamp, M. R., Nilsson, M., Kelly, P., Smith, J. J., Raine, L., Biddle, S. J. H., & Bärenscheer, C. (2016). Physical Activity for Cognitive and Mental Health in Youth: A Systematic Review of Mechanisms. Pediatrics, 138(3), e20161642.
Lubans, D., Richards, J., Hillman, C., Faulkner, G., Beauchamp, M., Nilsson, M., Kelly, P., Smith, J., Raine, L., & Biddle, S. (2016). Physical activity for cognitive and mental health in youth: A systematic review of mechanisms. Pediatrics, 138(3), e20161642.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341.
Pekrun, R., & Perry, R. P. (2014). Control-value theory: A social-cognitive approach to achievement emotions. In Emotion in Education (pp. 121-141). Academic Press.
Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101(1), 115-135.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105.
Putwain, D. W., Nakhla, G., & Nicholson, L. J. (2013). Relations between Mathematics Anxiety, Mathematics Performance and Affective Priming. Learning and Individual Differences, 23, 130-136.
Putwain, D. W., Sander, P., & Larkin, D. (2013). Academic self-efficacy in study-related skills and behaviours: Relations with learning-related emotions and academic success. British Journal of Educational Psychology, 83(4), 633-650.
Suldo, S. M., Gormley, M. J., DuPaul, G. J., & Anderson-Butcher, D. (2015). The impact of school mental health on student and school-level academic outcomes: Current status of the research and future directions. School Mental Health, 7(2), 121-131.
Suldo, S. M., Thalji, A., & Ferron, J. (2011). Longitudinal academic outcomes predicted by early adolescents' subjective well-being, psychopathology, and mental health status yielded from a dual factor model. The Journal of Positive Psychology, 6(1), 17-30.