Association between patterns of sedentary time and academic performance in adolescents: the mediating role of self-concept

Detalhes bibliográficos
Autor(a) principal: Bueno,Maria Raquel de Oliveira
Data de Publicação: 2022
Outros Autores: Werneck,André de Oliveira, Silva,Danilo Rodrigues Pereira da, Oyeyemi,Adewale Luqman., Zambrin,Lidyane Ferreira, Fernandes,Romulo Araújo, Serassuelo Junior,Helio, Romanzini,Marcelo, Ronque,Enio Ricardo Vaz
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Revista Paulista de Pediatria (Ed. Português. Online)
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0103-05822022000100437
Resumo: Abstract Objective: To analyze the association between the pattern of sedentary time (bouts and breaks) with academic performance, with an emphasis on the mediating role of self-concept. Methods: Participants in the cross-sectional study were 394 adolescents (208 girls), aged 10–14 years, from sixth grade from Londrina, Paraná, Brazil. The sedentary time pattern was measured through accelerometry. Definitions: sedentary bouts — uninterrupted periods of sedentary behavior; breaks — non-sedentary period between two sedentary bouts. The self-concept was estimated using the Piers-Harris II Inventory. Academic performance was obtained by school grades. Results: Short sedentary bouts were associated with higher academic performance in boys (1–4 minutes: β=0.035, p=0.007) and girls (1–4 minutes: β=0.031, p=0.014; 5–14 minutes: β=0.054, p=0.001). Long bouts (30 minutes) were associated with lower academic performance in boys (β=-0.023; p=0.011) and girls (β=-0.032; p<0.001). For girls, total and intellectual self-concept mediated the association between all sedentary pattern and academic performance (bouts 1–4 minutes [total: 39% and intellectual: 42.8%]; bouts 5–14 minutes [total: 21.5% and intellectual: 35.4%]; bouts ≥30 minutes [total: 22.6% and intellectual: 32.3%]; and breaks [total: 38.9% and intellectual: 40.7%]). For boys, the total (56.4%) and intellectual (82.9%) self-concept mediated only the association between bouts of 5–14 minute and academic performance. Conclusions: The pattern of sedentary time is associated with academic performance in adolescents and this association is mediated by self-concept, especially in girls.
id SPSP-1_fbc73890732529e655c8874e244e8585
oai_identifier_str oai:scielo:S0103-05822022000100437
network_acronym_str SPSP-1
network_name_str Revista Paulista de Pediatria (Ed. Português. Online)
repository_id_str
spelling Association between patterns of sedentary time and academic performance in adolescents: the mediating role of self-conceptSedentary behaviorSelf conceptAcademic performanceAdolescentAbstract Objective: To analyze the association between the pattern of sedentary time (bouts and breaks) with academic performance, with an emphasis on the mediating role of self-concept. Methods: Participants in the cross-sectional study were 394 adolescents (208 girls), aged 10–14 years, from sixth grade from Londrina, Paraná, Brazil. The sedentary time pattern was measured through accelerometry. Definitions: sedentary bouts — uninterrupted periods of sedentary behavior; breaks — non-sedentary period between two sedentary bouts. The self-concept was estimated using the Piers-Harris II Inventory. Academic performance was obtained by school grades. Results: Short sedentary bouts were associated with higher academic performance in boys (1–4 minutes: β=0.035, p=0.007) and girls (1–4 minutes: β=0.031, p=0.014; 5–14 minutes: β=0.054, p=0.001). Long bouts (30 minutes) were associated with lower academic performance in boys (β=-0.023; p=0.011) and girls (β=-0.032; p<0.001). For girls, total and intellectual self-concept mediated the association between all sedentary pattern and academic performance (bouts 1–4 minutes [total: 39% and intellectual: 42.8%]; bouts 5–14 minutes [total: 21.5% and intellectual: 35.4%]; bouts ≥30 minutes [total: 22.6% and intellectual: 32.3%]; and breaks [total: 38.9% and intellectual: 40.7%]). For boys, the total (56.4%) and intellectual (82.9%) self-concept mediated only the association between bouts of 5–14 minute and academic performance. Conclusions: The pattern of sedentary time is associated with academic performance in adolescents and this association is mediated by self-concept, especially in girls.Sociedade de Pediatria de São Paulo2022-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0103-05822022000100437Revista Paulista de Pediatria v.40 2022reponame:Revista Paulista de Pediatria (Ed. Português. Online)instname:Sociedade de Pediatria de São Paulo (SPSP)instacron:SPSP10.1590/1984-0462/2022/40/2021106ininfo:eu-repo/semantics/openAccessBueno,Maria Raquel de OliveiraWerneck,André de OliveiraSilva,Danilo Rodrigues Pereira daOyeyemi,Adewale Luqman.Zambrin,Lidyane FerreiraFernandes,Romulo AraújoSerassuelo Junior,HelioRomanzini,MarceloRonque,Enio Ricardo Vazeng2022-05-09T00:00:00Zoai:scielo:S0103-05822022000100437Revistahttps://www.rpped.com.br/ONGhttps://old.scielo.br/oai/scielo-oai.phppediatria@spsp.org.br||rpp@spsp.org.br1984-04620103-0582opendoar:2022-05-09T00:00Revista Paulista de Pediatria (Ed. Português. Online) - Sociedade de Pediatria de São Paulo (SPSP)false
dc.title.none.fl_str_mv Association between patterns of sedentary time and academic performance in adolescents: the mediating role of self-concept
title Association between patterns of sedentary time and academic performance in adolescents: the mediating role of self-concept
spellingShingle Association between patterns of sedentary time and academic performance in adolescents: the mediating role of self-concept
Bueno,Maria Raquel de Oliveira
Sedentary behavior
Self concept
Academic performance
Adolescent
title_short Association between patterns of sedentary time and academic performance in adolescents: the mediating role of self-concept
title_full Association between patterns of sedentary time and academic performance in adolescents: the mediating role of self-concept
title_fullStr Association between patterns of sedentary time and academic performance in adolescents: the mediating role of self-concept
title_full_unstemmed Association between patterns of sedentary time and academic performance in adolescents: the mediating role of self-concept
title_sort Association between patterns of sedentary time and academic performance in adolescents: the mediating role of self-concept
author Bueno,Maria Raquel de Oliveira
author_facet Bueno,Maria Raquel de Oliveira
Werneck,André de Oliveira
Silva,Danilo Rodrigues Pereira da
Oyeyemi,Adewale Luqman.
Zambrin,Lidyane Ferreira
Fernandes,Romulo Araújo
Serassuelo Junior,Helio
Romanzini,Marcelo
Ronque,Enio Ricardo Vaz
author_role author
author2 Werneck,André de Oliveira
Silva,Danilo Rodrigues Pereira da
Oyeyemi,Adewale Luqman.
Zambrin,Lidyane Ferreira
Fernandes,Romulo Araújo
Serassuelo Junior,Helio
Romanzini,Marcelo
Ronque,Enio Ricardo Vaz
author2_role author
author
author
author
author
author
author
author
dc.contributor.author.fl_str_mv Bueno,Maria Raquel de Oliveira
Werneck,André de Oliveira
Silva,Danilo Rodrigues Pereira da
Oyeyemi,Adewale Luqman.
Zambrin,Lidyane Ferreira
Fernandes,Romulo Araújo
Serassuelo Junior,Helio
Romanzini,Marcelo
Ronque,Enio Ricardo Vaz
dc.subject.por.fl_str_mv Sedentary behavior
Self concept
Academic performance
Adolescent
topic Sedentary behavior
Self concept
Academic performance
Adolescent
description Abstract Objective: To analyze the association between the pattern of sedentary time (bouts and breaks) with academic performance, with an emphasis on the mediating role of self-concept. Methods: Participants in the cross-sectional study were 394 adolescents (208 girls), aged 10–14 years, from sixth grade from Londrina, Paraná, Brazil. The sedentary time pattern was measured through accelerometry. Definitions: sedentary bouts — uninterrupted periods of sedentary behavior; breaks — non-sedentary period between two sedentary bouts. The self-concept was estimated using the Piers-Harris II Inventory. Academic performance was obtained by school grades. Results: Short sedentary bouts were associated with higher academic performance in boys (1–4 minutes: β=0.035, p=0.007) and girls (1–4 minutes: β=0.031, p=0.014; 5–14 minutes: β=0.054, p=0.001). Long bouts (30 minutes) were associated with lower academic performance in boys (β=-0.023; p=0.011) and girls (β=-0.032; p<0.001). For girls, total and intellectual self-concept mediated the association between all sedentary pattern and academic performance (bouts 1–4 minutes [total: 39% and intellectual: 42.8%]; bouts 5–14 minutes [total: 21.5% and intellectual: 35.4%]; bouts ≥30 minutes [total: 22.6% and intellectual: 32.3%]; and breaks [total: 38.9% and intellectual: 40.7%]). For boys, the total (56.4%) and intellectual (82.9%) self-concept mediated only the association between bouts of 5–14 minute and academic performance. Conclusions: The pattern of sedentary time is associated with academic performance in adolescents and this association is mediated by self-concept, especially in girls.
publishDate 2022
dc.date.none.fl_str_mv 2022-01-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0103-05822022000100437
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0103-05822022000100437
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 10.1590/1984-0462/2022/40/2021106in
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
dc.publisher.none.fl_str_mv Sociedade de Pediatria de São Paulo
publisher.none.fl_str_mv Sociedade de Pediatria de São Paulo
dc.source.none.fl_str_mv Revista Paulista de Pediatria v.40 2022
reponame:Revista Paulista de Pediatria (Ed. Português. Online)
instname:Sociedade de Pediatria de São Paulo (SPSP)
instacron:SPSP
instname_str Sociedade de Pediatria de São Paulo (SPSP)
instacron_str SPSP
institution SPSP
reponame_str Revista Paulista de Pediatria (Ed. Português. Online)
collection Revista Paulista de Pediatria (Ed. Português. Online)
repository.name.fl_str_mv Revista Paulista de Pediatria (Ed. Português. Online) - Sociedade de Pediatria de São Paulo (SPSP)
repository.mail.fl_str_mv pediatria@spsp.org.br||rpp@spsp.org.br
_version_ 1750318252491276288