The aim of the present study was to analyze differences in the autonomic stress status between rural and urban school teachers. We analyzed the autonomic modulation in 25 pre-school and primary school teachers (40±7.8 years) from a city school (n:11) and rural school (n:14) by the heart rate variability analysis. Rural school teachers presented significative higher values in RMSSD, pNN50 and SD1 heart rate variability variables than city teachers, related with better autonomic control. Working place location is a variable that affects the psychophysiological stress response in education professionals, since city school teachers presented a higher sympathetic modulation, showing a lower heart rate variability, than rural school teachers.
The aim of this study was to analyse the differences in behavioural, psychological, and physiological stress markers and academic performance of immigrant parents' students and nonimmigrant parents' students. 75 students (7.8±2.3 years, from 3 to 12 years), 37 from Morocco immigrant families and 38 from Spanish families, all of them studying in a Spanish public school were recruited. We analysed the autonomical nervous system stress status by the heart rate variability, physical activity patterns, nutritional habits, state and trait anxiety, and academic performance of students. No significant differences were found in autonomical nervous system stress markers, physical activity levels, academic performance, and just a lower protein animal consumption from students with Moroccan families. Students with North African descendent family presented a behavioural, psychological and physiological stress markers and academic performance similar than students with national origins, showing their adaptation in the school context.
The aim of this study was to analyze the autonomic modulation, physical activity, body mass index, and academic performance of preschool and school students by grade. Extracurricular physical activity, heart rate variability, body mass index, and objective and subjective academic performance were analyzed in 180 preschool and primary school students (7.91 ± 2.29 years). Significant lower heart rate and higher parasympathetic modulation were found in 10–12-year-old primary education students. The 8–9-year-old students obtained the worst results in English and in five of the subjective academic performance items. Students aged 10–12 years old presented the highest body composition values. No significant differences were found on the extracurricular physical activity by age. No correlation between autonomic profile, physical activity, and body composition with objective academic performance was found. Nerveless subjective academic performance perception of teachers presented a negative correlation with body composition and the parasympathetic modulation. School students presented an increased body mass index and parasympathetic modulation by age. Physical activity of all students, independently of the age, were lower than the official recommendations.
Academic performance could be affected by multiple factors, including stress and learning environment location. The aim of this study was to analyze differences in psychophysiological stress markers, behavior and academic performance of rural and city students. A sample of 181 children (7.91 ± 2.29 years) from elementary schools were evaluated on their grades, subjective academic performance, heart rate variability, state anxiety, nutritional information and physical activity habits. Results presented significant higher values in parasympathetic modulation and physical education grades in rural students than in city students, who showed higher significant values in state anxiety, the ability to complete tasks, physical activity habits and several items relating to their food and drink habits. No significant differences were found in the average grades between the two groups. However, some correlations were found between school performance and stress, physical fitness and nutritional habits. Thus, school location may affect the stress and anxiety status, nutritional habits and physical activities of students, but there were no significant differences in academic performance. In addition, body mass index, quantity of food intake and stress markers may be related to the academic performance attained.
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