Objectively measured sedentary time and academic achievement in schoolchildren

Lopes, Luís Carlos Oliveira; Santos, Rute; Mota, Jorge; Pereira, Beatriz; Lopes, Vítor P.

doi:10.1080/02640414.2016.1172724

Cited by 13 publications

(13 citation statements)

References 59 publications

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“…When sedentary behaviour has been measured objectively, there have been inconsistent associations with academic performance. Lopes et al found no association between accelerometer measured sedentary time and academic performance [20]. However, Maher et al found that higher sedentary behaviour, measured by accelerometers, was associated with higher academic performance, [21] while Happala et al have found higher sedentary time, measured using heart rate monitors, to be associated with poorer math and reading skills [22].…”

Section: Introductionmentioning

confidence: 99%

Associations between meeting sleep, physical activity or screen time behaviour guidelines and academic performance in Australian school children

Howie

Joosten²,

Harris

et al. 2020

BMC Public Health

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Background: Current guidelines suggest too little sleep, too little physical activity, and too much sedentary time are associated with poor health outcomes. These behaviours may also influence academic performance in school children. The primary purpose of this study was to examine the relationships between sleep, physical activity, or sedentary behaviours and academic performance in a school with a well-developed and integrated technology use and well-being program. Methods: This was a cross-sectional survey of students (n = 934, Grades 5-12) in an Australian school with a bring-yourown device (tablet or laptop computer) policy. Students reported sleep, physical activity, and sedentary (screen and nonscreen) behaviours. Academic performance was obtained from school records. Linear regressions were used to test the association between behaviours and academic performance outcomes. Results: Seventy-four percent of students met sleep guidelines (9 to 11 h for children 5-13 years and 8 to 10 h for 14-17 year olds), 21% met physical activity guidelines (60 min of moderate-to-vigorous physical activity every day), and 15% met screen time guidelines (no more than 2 h recreational screen time per day); only 2% met all three. There were no associations between meeting sleep guidelines and academic performance; however later weekend bedtimes were associated with poorer academic performance (− 3.4 points on the Average Academic Index, 95%CI: − 5.0, − 1.7, p < .001). There were no associations between meeting physical activity guidelines and academic performance. Meeting screen guidelines was associated with higher Average Academic Index (5.8, 95%CI: 3.6, 8.0, p < .001), Maths 7.9, 95%CI: 4.1, 11.6, p < .001) and English scores (3.8, 95%CI: 1.8, 5.8, p < .001) and higher time in sedentary behaviours was associated with poorer academic performance, including total sedentary behaviours in hrs/day (5.8 points on Average Academic Index, 95%CI: 3.6, 8.0, p < .001. Meeting at least two of the three behaviour guidelines was associated with better academic performance. Conclusions: Sleep and sedentary behaviours were linked to academic performance. School communities should emphasize comprehensive wellness strategies to address multiple behaviours to maximize student health and academic success.

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Section: Introductionmentioning

confidence: 99%

Associations between meeting sleep, physical activity or screen time behaviour guidelines and academic performance in Australian school children

Howie

Joosten²,

Harris

et al. 2020

BMC Public Health

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“…At the same time, it is necessary to keep in mind the relevant influence teachers have on students who appreciate their support. Increased awareness about that factor can have positive effect and can most likely redeem students' problems since studies have showen that their beliefs about own competences and school accomplishments can be changed with minimal effort (Lopes, Santos, Mota, Pereira & 2017). Further research on this subject is going to be quite significant because of the still insufficiently examined predictors of school satisfaction and satisfaction with the quality of school life, despite their relevance for cognitive, emotional and social development of preadolescents.…”

Section: Discussionmentioning

confidence: 99%

Academic and social variables as predictors of preadolescents' school satisfaction

Ivanović¹,

Ivanović²

2018

God Pedag fak Vranje

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The aim of most of the current studies in the field of educational psychology is focused on, apart from the aspects of learning and school success, the emotional and social experiences of adolescents, as well as on their perception of school. The aim of this research was to examine the predictive contribution of academic and social factors (social self-efficiency, perceived academic control, social integration and perceived teacher support) in explaining students' school satisfaction in early adolescence. The research comprised pertinent sample of 230 participants, 120 female and 110 male, from Valjevo, aged 14,52±1,38. The following measuring instruments were used: Perceived academic control scale (PAC), Selfefficiency questionnaire for children (SEQ-C), Learning climate questionnaire (LCQ) and The quality of school life (QSL), all of which showed satisfactory internal consistency. The obtained results of nonparametric Pearson correlation coefficient indicated the existence of statistically significant, low and moderate, positive correlation between scores on the scales and questionnaires PAC, SEQ-C, LCQ and QSL (p < 0.01). The results of hierarchical regression analysis suggest that academic and social variables explain 61% of total criterion variance, and individual statistically significant predictors of general school satisfaction are: teacher support, social integration, perceived academic control, social self-efficiency and school success. That revealed that preadolescents with higher scores on those variables also achieve higher scores on school success scale. In addition, this research considers practical and theoretical implication of the obtained results for creating encouraging school environment during the period of early adolescence. The obtained results on students' opinion on their skills can have practical implications and can be useful in diagnosing and planning academic and social determinants, which contribute positively to students' perception of general school satisfaction and relation between curricular and extracurricular activities in Serbia.

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“…Physical activity was assessed with ActiGraph GT1M accelerometers (ActiGraph™, LLC, Fort Walton Beach, FL, USA) to obtain individual objective data about each child’s activity level. Participants were instructed to wear the accelerometer on the hip (held by an elastic belt) for 5 consecutive days: three weekdays and two weekend days (Lopes, Santos, Mota, Pereira, & Lopes, 2017), removing it during water activities and sleeping time. The measurement epoch was set at 15 seconds (Ward, Evenson, Vaughn, Rodgers, & Troiano, 2005).…”

Section: Methodsmentioning

confidence: 99%

Biocultural Predictors of Motor Coordination Among Prepubertal Boys and Girls

et al. 2018

Self Cite

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This study aimed to predict motor coordination from a matrix of biocultural factors for 173 children (89 boys, 84 girls) aged 7-9 years who were assessed with the Körperkoordinationtest für Kinder test battery. Socioeconomic variables included built environment, area of residence, mother's educational level, and mother's physical activity level (using the International Physical Activity Questionnaire [short version]). The behavioral domain was marked by participation in organized sports and habitual physical activity measured by accelerometers ( ActiGraph GT1M). Indicators of biological development included somatic maturation and body mass index. Among males, the best logistic regression model to explain motor coordination (Nagelkerke R= 50.8; χ= 41.166; p < .001) emerged from age-group (odds ratio [OR]: 0.007-0.065), late maturation (OR = 0.174), normal body weight status (OR = 0.116), mother's educational level (OR = 0.129), and urban area of residence (OR = 0.236). Among girls, the best logistic regression to explain motor coordination (Nagelkerke R= 40.8; χ= 29.933; p < .01) derived from age (OR: 0.091-0.384), normal body mass index (OR = 0.142), participation in organized sport (OR = 0.121), and mother's physical activity level (OR = 0.183). This sex-specific, ecological approach to motor coordination proficiency may help promote physical activity during prepubertal years through familiar determinants.

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Objectively measured sedentary time and academic achievement in schoolchildren

Cited by 13 publications

References 59 publications

Associations between meeting sleep, physical activity or screen time behaviour guidelines and academic performance in Australian school children

Associations between meeting sleep, physical activity or screen time behaviour guidelines and academic performance in Australian school children

Academic and social variables as predictors of preadolescents' school satisfaction

Biocultural Predictors of Motor Coordination Among Prepubertal Boys and Girls

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