Does Sedentary Behavior Predict Academic Performance in Adolescents or the Other Way Round? A Longitudinal Path Analysis

Sedentary behaviours and their relationship with academic performance in adolescents: A mediation analysis

The present research aims to examine the relationship between the four dimensions of sedentary behaviours and academic performance, as well as to test the association between sedentary behaviours and academic performance in boys and girls in a sample of Spanish adolescents. A total of 2,216 adolescents aged 11 to 16 years old, both males (13.30 ± 0.92) and females (13.06 ± 0.86), participated. Sleep duration, physical activity, and sedentary behaviours were measured through questionnaires. Academic performance was assessed with students´ marks. Potential confounders such as sex, age, socioeconomic status, and cardiorespiratory fitness were also measured. Descriptive analysis, correlation analysis, analysis of differences, and multiple mediation analysis were conducted. It was observed that girls spend more time on sedentary educational or social behaviours, while boys spend much more time on screen time. Sedentary behaviours such as educational time, screen time, and relaxing time were associated with academic performance. Specifically, educational time appears to be positively related to academic performance. Nevertheless, screen time and relaxing time were negatively associated with academic performance. The multiple mediation analysis revealed that screen time was the most negative behaviour on academic performance. The outcomes are discussed to improve knowledge about sedentary behaviours and academic performance.

Effect of a 16-week multi-level classroom standing desk intervention on cognitive performance and academic achievement in adolescents

The replacement of traditional classroom desks for active-permissive desks has been tested to reduce sitting time during classes. However, their impact on other domains is still unclear. We aimed to verify the potential effects of a classroom standing desk intervention on cognitive function and academic achievement in 6th-grade students. This was a controlled trial conducted with two classes [intervention (n = 22) and control (n = 27)] from a public school in Lisbon, Portugal. The intervention was carried out for 16 weeks and consisted of multi-level actions (students, parents, and teachers) centered on the implementation of standing desks in the intervention classroom. The control group had traditional classes with no use of standing desks or any other interference/action from the research team. Pre- and post-assessments of executive functions (attention, inhibitory function, memory, and fluid intelligence) and academic achievement were obtained. No differences between groups were found at baseline. Both groups improved (time effect) academic achievement (p < 0.001), memory span (p < 0.001), and inhibitory function (p = 0.008). Group versus time interactions were observed regarding operational memory (intervention: + 18.0% and control: + 41.6%; p = 0.039) and non-verbal fluid intelligence (intervention: − 14.0% and control: + 3.9%; p = 0.017). We concluded that a 16-week classroom standing desk intervention did not improve cognitive performance or academic achievement more than the traditional sitting classes.

Trial registration: ClinicalTrials.gov Identifier (NCT03137836) (date of first registration: 03/05/2017).

The associations between specific-type sedentary behaviors and cognitive flexibility in adolescents

Background: The prevalence of sedentary behavior in adolescents has aroused social attention. The association between sedentary behavior and cognitive flexibility remains unclear, and it may vary depending on the type of sedentary behavior. This study aimed to investigate the associations between specific-type sedentary behaviors and cognitive flexibility in adolescents.

Method: A total of 700 Chinese adolescents aged 10–15 years were recruited. The self-report questionnaire was used to assess total sedentary time, recreational screen-based sedentary time, and educational sedentary time. The More-odd shifting task was used to assess cognitive flexibility.

Results: The correlation analysis showed that recreational screen-based sedentary time was negatively correlated with cognitive flexibility, whereas educational sedentary time was positively correlated with cognitive flexibility. The regression analysis also further revealed that a significantly negative association between recreational screen-based sedentary time and cognitive flexibility, while a significantly positive association existed between educational sedentary time and cognitive flexibility.

Conclusion: The findings shown that the association between recreational screen-based sedentary behavior and cognitive flexibility differs from educational sedentary behavior in adolescents, providing new ideas for a more comprehensive understanding of the association between sedentary behavior and cognitive flexibility in adolescents.

Cross-sectional and longitudinal associations of screen time and physical activity with school performance at different types of secondary school

Background

Previous studies have already reported associations of media consumption and/or physical activity with school achievement. However, longitudinal studies investigating independent effects of physical activity and media consumption on school performance are sparse. The present study fills this research gap and, furthermore, assesses relationships of the type of secondary school with media consumption and physical activity.

Methods

The consumption of screen-based media (TV/video, game console, PC/internet, and mobile phone) and leisure physical activity (organized and non-organized) of 10 – to 17-year old adolescents participating in the LIFE Child study in Germany were related to their school grades in two major school subjects (Mathematics and German) and in Physical Education. In addition to a cross-sectional analysis at baseline (N = 850), a longitudinal analysis (N = 512) investigated the independent effects of these activities on the school grades achieved 12 months later. All associations were adjusted for age, gender, socio-economic status, year of data assessment, body-mass-index, and school grades at baseline. A further analysis investigated differences in the consumption of screen-based media and physical activity as a function of the type of secondary school (highest vs. lower secondary school).

Results

Adolescents of lower secondary schools reported a significantly higher consumption of TV/video and game consoles than adolescents attending the highest secondary school. Independently of the type of school, a better school performance in Mathematics was predicted by a lower consumption of computers/internet, and a better performance in Physical Education was predicted by a lower consumption of TV/video and a higher frequency of non-organized physical activity. However, the association between non-organized physical activity and subsequent grades in Physical Education was significant in girls only.

Conclusion

The present results suggest that media consumption has a negative effect on school achievement, whereas physical activity has a positive effect, which, however, is restricted to the subject Physical Education. Future studies might explore the relationship between media consumption and school career, for example, the choice or change of the secondary school type, in more detail.

Trial registration

LIFE Child study: ClinicalTrials.gov, clinical trial number NCT02550236

Correction: Does Sedentary Behavior Predict Academic Performance in Adolescents or the Other Way Round? A Longitudinal Path Analysis

[This corrects the article DOI: 10.1371/journal.pone.0153272.].