1
|
Sánchez-Hernando B, Antón-Solanas I, Juárez-Vela R, Gea-Caballero V, Carboneres-Tafaner MI, Ferrer-Gracia E, Gállego-Diéguez J, Santolalla-Arnedo I, Gasch-Gallén Á. Healthy Lifestyle and Academic Performance in Middle School Students from the Region of Aragón (Spain). INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:8624. [PMID: 34444372 PMCID: PMC8393534 DOI: 10.3390/ijerph18168624] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/23/2021] [Revised: 07/25/2021] [Accepted: 08/12/2021] [Indexed: 11/29/2022]
Abstract
A healthy lifestyle is important to the present and future development and health of school age people. This study aims to analyze the relationship between daily lifestyle habits and academic performance in a sample of adolescents from the autonomous community of Aragon (Spain). We performed a cross-sectional study to analyze the lifestyle habits and academic performance of a total of 1745 7th and 8th grade middle school students during the academic year 2018-2019; the participants were selected from a random sample of 43 middle schools from the region of Aragon. The following data were collected through an anonymized, previously validated questionnaire: diet, sleep, physical activity, use of screens, use of toxic substances, and academic performance. We found a statistically significant association between all the lifestyle habits analyzed and academic performance (p < 0.001) in our sample. Based on our findings, we suggest that health promotion and education in healthy lifestyles should be integrated in middle school curricula to improve academic performance and, more importantly, to promote both present and future health outcomes of adolescents.
Collapse
Affiliation(s)
- Beatriz Sánchez-Hernando
- Health Center “Amparo Poch”, Aragón Health Care System ( SALUD), C/Emilia Pardo Bazán, s/n, 50018 Zaragoza, Spain;
- Nursing Research Group in Primary Care of Aragon (GIIS094-GENIAPA), Aragón Health Research Institute, Avda. San Juan Bosco 13, 50009 Zaragoza, Spain; (I.A.-S.); (Á.G.-G.)
| | - Isabel Antón-Solanas
- Nursing Research Group in Primary Care of Aragon (GIIS094-GENIAPA), Aragón Health Research Institute, Avda. San Juan Bosco 13, 50009 Zaragoza, Spain; (I.A.-S.); (Á.G.-G.)
- Department of Physiatry and Nursing, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain
| | - Raúl Juárez-Vela
- Department of Nursing, Biomedical Research of La Rioja, University of La Rioja, CIBIR C/Duquesa de la Victoria 88, 26004 Logroño, La Rioja, Spain;
| | - Vicente Gea-Caballero
- Nursing School La Fe, Adscript Center of Universidad de Valencia, Research Group GREIACC, Health Research Institute La Fe, Avda. Fernando Abril Martorell 106, 46026 Valencia, Spain
| | | | - Elisa Ferrer-Gracia
- Health Promotion Section, General Direction of Public Health, Government of Aragon, Vía Universitas 36, 50017 Zaragoza, Spain;
| | - Javier Gállego-Diéguez
- Head of the Information, Transparency and Participation Service, Health Department, Government of Aragon, Vía Universitas 36, 50017 Zaragoza, Spain;
| | - Iván Santolalla-Arnedo
- Department of Nursing, Biomedical Research of La Rioja, University of La Rioja, CIBIR C/Duquesa de la Victoria 88, 26004 Logroño, La Rioja, Spain;
| | - Ángel Gasch-Gallén
- Nursing Research Group in Primary Care of Aragon (GIIS094-GENIAPA), Aragón Health Research Institute, Avda. San Juan Bosco 13, 50009 Zaragoza, Spain; (I.A.-S.); (Á.G.-G.)
- Department of Physiatry and Nursing, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain
| |
Collapse
|
2
|
Sánchez-Hernando B, Juárez-Vela R, Antón-Solanas I, Gasch-Gallén Á, Melo P, Nguyen TH, Martínez-Riera JR, Ferrer-Gracia E, Gea-Caballero V. Association between Life Skills and Academic Performance in Adolescents in the Autonomous Community of Aragon (Spain). INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:4288. [PMID: 33919500 PMCID: PMC8073315 DOI: 10.3390/ijerph18084288] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/16/2021] [Revised: 04/15/2021] [Accepted: 04/16/2021] [Indexed: 12/31/2022]
Abstract
BACKGROUND Learning and socio-emotional development is promoted through the creation and nurturing of an optimal school climate. This study aims to analyze the relationship between life skills and academic performance in a large sample of adolescents from the autonomous community of Aragón (Spain). METHODS A cross-sectional study was conducted on the life skills and academic performance of a sample of 7th and 8th grade middle school students during the academic year 2018-2019. A sample of 43 middle schools were randomly selected; the final sample comprised 1745 students. The following data were collected through an anonymized, previously validated questionnaire: sociodemographic variables, social skills, self-efficacy, affective balance, and academic performance. RESULTS We found a statistically significant association between life skills and academic performance (p < 0.001) in our sample. We also observed significant gender differences in life skills, with boys obtaining higher scores in cognitive skills and affective balance, and with girls achieving higher scores in social skills. CONCLUSION We argue that life skills should be integrated into educational policies in order to improve the academic performance and health outcomes of students.
Collapse
Affiliation(s)
- Beatriz Sánchez-Hernando
- Centro de Salud Amparo Poch, Servicio Aragonés de Salud, C/Emilia Pardo Bazán, s/n, 50018 Zaragoza, Spain;
- Grupo Enfermero de Investigación en Atención Primaria de Aragón (GIIS094-GENIAPA), Instituto de Investigación Sanitaria de Aragón, Avda. San Juan Bosco 13, 50009 Zaragoza, Spain;
- Department of Physiatrics and Nursing, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain
| | - Raúl Juárez-Vela
- Department of Nursing, University of La Rioja, Centro Investigación Biomédica de la Rioja CIBIR-GISOSS, C/ Duquesa Victoria 88, 26004 Logroño, Spain;
| | - Isabel Antón-Solanas
- Grupo Enfermero de Investigación en Atención Primaria de Aragón (GIIS094-GENIAPA), Instituto de Investigación Sanitaria de Aragón, Avda. San Juan Bosco 13, 50009 Zaragoza, Spain;
- Department of Physiatrics and Nursing, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain
| | - Ángel Gasch-Gallén
- Grupo Enfermero de Investigación en Atención Primaria de Aragón (GIIS094-GENIAPA), Instituto de Investigación Sanitaria de Aragón, Avda. San Juan Bosco 13, 50009 Zaragoza, Spain;
- Department of Physiatrics and Nursing, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain
| | - Pedro Melo
- Institute of Health Sciences/School of Nursing (Porto)/Centre for Interdisciplinary Research in Health, Universidade Catolica Portuguesa, 4169-005 Porto, Portugal;
- NursID Project, Center for Health Technology and Services Research, 4200-450 Porto, Portugal
| | - Tam H. Nguyen
- William F. Connell School of Nursing, Boston College, Newton, MA 02467, USA;
| | - José Ramón Martínez-Riera
- Departamento Enfermería Comunitaria, Medicina Preventiva y Salud Pública e Historia de la Ciencia, University of Alicante, E-03080 Alicante, Spain;
| | - Elisa Ferrer-Gracia
- Sección de Promoción de la Salud, Departamento de Sanidad, Dirección General de Salud Pública, Vía Universitas 36, 50017 Zaragoza, Spain;
| | - Vicente Gea-Caballero
- Nursing School La Fe, adscript center of Universidad de Valencia, Research Group GREIACC, Health Research Institute La Fe, Avda. Fernando Abril Martorell 106, 46026 Valencia, Spain;
| |
Collapse
|
3
|
Lee A, Lo ASC, Keung MW, Kwong CMA, Wong KK. Effective health promoting school for better health of children and adolescents: indicators for success. BMC Public Health 2019; 19:1088. [PMID: 31409312 PMCID: PMC6691553 DOI: 10.1186/s12889-019-7425-6] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2018] [Accepted: 07/31/2019] [Indexed: 12/28/2022] Open
Abstract
BACKGROUND Improvement of health literacy, health behavioural change, creating a supportive physical and social environment to be more conducive to health should be the focus of child and adolescent public health. The concept of Health Promoting School initiated by World Health Organization aims to move beyond individual behavioural change and to consider organisational structure change such as improvement of the school's physical and social environment. The aim of this study is identification of the key indicators for successful implementation of Health Promoting School by analysing the findings of the school health profile based on the structured framework of Hong Kong Healthy School Award Scheme and the health status of students investigated by the Hong Kong Student Health Survey. METHODS This is a retrospective correlation study. Analysis of variance (ANOVA) was utilised to analyse for significant improvement of school health profile measured at baseline (n = 104) and among those schools implemented the Hong Kong Healthy School Award Scheme (n = 54). Those indicators showing statistical significance were chosen to be part of the core indicators reflecting effective Health Promoting School. Each of those selected core indicators was then correlated with the related student health outcomes measured by the Hong Kong Student Health Survey Questionnaire to further identify the core indicators. RESULTS A total of 20 core indicators among all the six Key Areas of Health Promoting School (6 indicators under action competencies, 2 under community link, 2 under physical environment, 2 under social environment, 4 under healthy school policies, 1 under services of school health protection) have been identified with the method mentioned above. CONCLUSIONS This study has identified the indicators with most significant impact on a wide range of health related outcomes. Those are key indicators for motivating positive change of the schools and students. They can be considered as school performance indicators to help schools embarking their Health Promoting School journey as another key education objective.
Collapse
Affiliation(s)
- Albert Lee
- Centre for Health Education and Health Promotion, The Chinese University of Hong Kong, 4th Floor, Lek Yuen Health Centre, 9 Lek Yuen Street, Shatin, New Territories, Hong Kong.
| | - Amelia Siu Chee Lo
- Centre for Health Education and Health Promotion, The Chinese University of Hong Kong, 4th Floor, Lek Yuen Health Centre, 9 Lek Yuen Street, Shatin, New Territories, Hong Kong
| | - Mei Wan Keung
- Centre for Health Education and Health Promotion, The Chinese University of Hong Kong, 4th Floor, Lek Yuen Health Centre, 9 Lek Yuen Street, Shatin, New Territories, Hong Kong
| | - Chi Ming Amy Kwong
- Centre for Health Education and Health Promotion, The Chinese University of Hong Kong, 4th Floor, Lek Yuen Health Centre, 9 Lek Yuen Street, Shatin, New Territories, Hong Kong
| | - Kwok Keung Wong
- Centre for Health Education and Health Promotion, The Chinese University of Hong Kong, 4th Floor, Lek Yuen Health Centre, 9 Lek Yuen Street, Shatin, New Territories, Hong Kong
| |
Collapse
|
4
|
Kearney S, Leung L, Joyce A, Ollis D, Green C. Applying systems theory to the evaluation of a whole school approach to violence prevention. Health Promot J Austr 2018; 27:230-235. [PMID: 27719735 DOI: 10.1071/he16046] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2016] [Accepted: 07/19/2016] [Indexed: 11/23/2022] Open
Abstract
Issue addressed Our Watch led a complex 12-month evaluation of a whole school approach to Respectful Relationships Education (RRE) implemented in 19 schools. RRE is an emerging field aimed at preventing gender-based violence. This paper will illustrate how from an implementation science perspective, the evaluation was a critical element in the change process at both a school and policy level. Methods Using several conceptual approaches from systems science, the evaluation sought to examine how the multiple systems layers - student, teacher, school, community and government - interacted and influenced each other. A distinguishing feature of the evaluation included 'feedback loops'; that is, evaluation data was provided to participants as it became available. Evaluation tools included a combination of standardised surveys (with pre- and post-intervention data provided to schools via individualised reports), reflection tools, regular reflection interviews and summative focus groups. Results Data was shared during implementation with project staff, department staff and schools to support continuous improvement at these multiple systems levels. In complex settings, implementation can vary according to context; and the impact of evaluation processes, tools and findings differed across the schools. Interviews and focus groups conducted at the end of the project illustrated which of these methods were instrumental in motivating change and engaging stakeholders at both a school and departmental level and why. Conclusion The evaluation methods were a critical component of the pilot's approach, helping to shape implementation through data feedback loops and reflective practice for ongoing, responsive and continuous improvement. Future health promotion research on complex interventions needs to examine how the evaluation itself is influencing implementation. So what? The pilot has demonstrated that the evaluation, including feedback loops to inform project activity, were an asset to implementation. This has implications for other health promotion activities, where evaluation tools could be utilised to enhance, rather than simply measure, an intervention. The findings are relevant to a range of health promotion research activities because they demonstrate the importance of meta-evaluation techniques that seek to understand how the evaluation itself was influencing implementation and outcomes.
Collapse
Affiliation(s)
- Sarah Kearney
- Our Watch, GPO Box 24229, Melbourne, Vic. 3001, Australia
| | - Loksee Leung
- Our Watch, GPO Box 24229, Melbourne, Vic. 3001, Australia
| | - Andrew Joyce
- Centre for Social Impact Swinburne, Swinburne University of Technology, H23, PO Box 218, Hawthorn, Vic. 3122, Australia
| | - Debbie Ollis
- Deakin University, 221 Burwood Highway, Burwood, Vic. 3125, Australia
| | - Celia Green
- National Centre for Epidemiology and Population Health, Australian National University, Acton, ACT 2601, Australia
| |
Collapse
|