Londrina State University, Londrina, Brazil.
São Paulo State University, Presidente Prudente, Brazil.
Health Educ Behav. 2021 Feb;48(1):54-62. doi: 10.1177/1090198120954390. Epub 2020 Sep 15.
Although many studies found a positive association between physical activity (PA) and academic performance (AP), most did not consider important variables of school setting and students' self-concept.
To analyze the association between moderate-to-vigorous PA (MVPA) and AP in adolescents, considering potential confounding variables of school setting and self-concept in adolescents.
The final sample was composed of 394 students (186 boys) with a mean age of 11.3 ( = 0.8) years. The school grades were used as an indicator of AP. Measurements of body mass and stature were collected, and the body mass index was calculated and converted into -score values. Maternal education, socioeconomic status, self-concept, and variables of the school setting were self-reported. MVPA and sedentary behavior (SB) were measured through accelerometry (GT3X and GT3X+; ActiGraph, Pensacola, Florida). Multiple linear regression was used for the association analyses, adopting < .05.
MVPA was inversely associated with global AP and mathematics only for girls: β = -.105 (95% CI [-0.205, -0.006]; = .038); β = -.136 (95% CI [-0.261, -0.011]; = .033). After adjusting for the school setting and self-concept, these significant associations disappear.
MVPA was inversely associated with global AP and mathematics only for girls regardless of age, score body mass index, maternal education, socioeconomic status, and SB. However, after adjusting for school setting and self-concept, theses association disappear in mathematics and global AP, respectively.
The device-measured MVPA was not associated with AP after controlling for important variables (school setting and self-concept).
尽管许多研究发现体力活动（PA）与学业成绩（AP）之间存在正相关，但大多数研究并未考虑学校环境和学生自我概念等重要变量。
分析青少年中中等到剧烈体力活动（MVPA）与 AP 之间的关联，同时考虑青少年学校环境和自我概念的潜在混杂变量。
最终样本由 394 名学生（186 名男生）组成，平均年龄为 11.3（=0.8）岁。学校成绩被用作 AP 的指标。测量了体重和身高，并计算了体重指数并转换为 -分数值。母亲的教育程度、社会经济地位、自我概念以及学校环境的变量均由学生本人报告。通过加速度计（GT3X 和 GT3X+；ActiGraph，彭萨科拉，佛罗里达州）测量 MVPA 和久坐行为（SB）。采用多元线性回归分析关联，采用 <.05。
仅对于女孩，MVPA 与整体 AP 和数学呈负相关：β=-.105（95%CI[-0.205，-0.006]； =.038）；β=-.136（95%CI[-0.261，-0.011]； =.033）。调整学校环境和自我概念后，这些显著关联消失。
无论年龄、分数体重指数、母亲教育程度、社会经济地位和 SB 如何，MVPA 仅与女孩的整体 AP 和数学呈负相关。然而，在调整学校环境和自我概念后，这些关联在数学和整体 AP 中分别消失。
在控制重要变量（学校环境和自我概念）后，设备测量的 MVPA 与 AP 无关。
