Faculty of Sport Sciences, Waseda University, Saitama 359-1192, Japan.
College of Economics, Kanto Gakuin University, Yokohama 236-8501, Japan.
Int J Environ Res Public Health. 2020 Jan 24;17(3):757. doi: 10.3390/ijerph17030757.
Studies have shown the potential effects of sedentary behavior and physical activity on not only physical and mental health but also academic performance in children. Nevertheless, studies have only focused on either sedentary behavior or physical activity. Examining the joint effects of both behaviors on academic performance provides detailed insights into the patterns of these behaviors in relation to children's academic achievement. The present study investigated the joint longitudinal associations of physical activity and screen time with academic performance among Japanese children. The screen time and physical activity of 261 children aged 7-10 years were assessed, and their academic performance was evaluated one year later. Multivariate logistic regression analysis was used to examine the joint associations of screen time and physical activity with academic performance adjusted for demographic characteristics. Children with low screen time and physical activity had 2.04 (95% confidence interval: 1.11-3.78) times greater odds of having high academic performance compared to children with high screen time and low physical activity, while children with low screen time and high physical activity had 2.75 (1.17-6.43) times greater odds (boys; 4.12 (1.19-14.24)). Low screen time was related to high academic performance after one year, regardless of the physical activity level.
研究表明，久坐行为和身体活动不仅对身心健康有潜在影响，对儿童的学业成绩也有影响。然而，之前的研究只关注久坐行为或身体活动。考察这两种行为对学业成绩的联合影响，可以深入了解这些行为与儿童学业成就之间的关系模式。本研究调查了日本儿童身体活动和屏幕时间与学业成绩的联合纵向关联。评估了 261 名 7-10 岁儿童的屏幕时间和身体活动，并在一年后评估他们的学业成绩。采用多变量逻辑回归分析，调整了人口统计学特征后，考察了屏幕时间和身体活动与学业成绩的联合关联。与高屏幕时间和低身体活动的儿童相比，低屏幕时间和高身体活动的儿童具有 2.04 倍（95%置信区间：1.11-3.78）的高学业成绩优势，而低屏幕时间和高身体活动的儿童具有 2.75 倍（1.17-6.43）的高学业成绩优势（男孩为 4.12 倍（1.19-14.24））。无论身体活动水平如何，一年后低屏幕时间与高学业成绩相关。
