Institute of Public Health, USI Università della Svizzera italiana, Via Buffi 13, 6900 Lugano Switzerland.
Institute of Public Health, USI Università della Svizzera italiana, Via Buffi 13, 6900 Lugano Switzerland.
Public Health. 2021 Sep;198:211-217. doi: 10.1016/j.puhe.2021.07.027. Epub 2021 Sep 1.
This study aimed to investigate how meeting international recommendations for screen time (<2 h/day), moderate-to-vigorous physical activity (MVPA; at least 60 min/day) and sleep (8-10 h/night), as well as media multitasking (MMI) as a form of screen time, impact academic achievement in early adolescence.
A prospective design was used, where self-report measures were collected during the spring semester and academic achievement at the end of the school year.
A total of 1208 grade 3 middle school students (M = 13.55 years, SD = 0.60) in 37 Swiss schools filled out a paper-and-pencil questionnaire including measures of screen time (covering watching television, playing video games, Internet use, smartphone use and social media use), MMI, sleep time and time for MVPA. To evaluate academic achievement, end-term grades were provided by the collaborating education administration for Italian, Maths, Science, History, Geography, Music and Visual arts.
After adjustment for covariates, such as gender, socio-economic status, body mass index and stressful life events, multivariate linear mixed-effect models, nesting participants in schools, showed that meeting recommendations for screen time (B = 0.12, β = 0.105, P < 0.001) and MVPA (B = 0.09, β = 0.09, P = 0.001), but not sleep (B = 0.05, P = 0.087), were associated with higher academic achievement. Considering the number of recommendations met, meeting all three recommendations improved academic achievement the most (B = 0.24, β = 0.21, P < 0.001), followed by meeting the guidelines for screen time + MVPA (B = 0.20, β = 0.15, P < 0.001) and for screen time + sleep (B = 0.21, β = 0.13, P < 0.001). In the fully adjusted model, multitasking with two or more media was related to a worse academic achievement.
Screen time (including MMI), sleep and MVPA impact academic achievement in adolescence; hence, governmental organisations and schools should raise awareness about the positive and negative effects of following or not recommendations for MVPA, sleep and screen time among adolescents and their parents. In addition, support should be provided to promote sufficient sleep and MVPA while limiting overall screen time and parallel device use.
本研究旨在探究青少年每天观看屏幕时间（<2 小时）、中高强度身体活动（MVPA；至少 60 分钟/天）和睡眠（8-10 小时/夜）时长达到国际推荐标准，以及限制多任务处理（一种屏幕时间形式），对青少年早期学业成绩的影响。
采用前瞻性设计，在春季学期收集自我报告测量数据，并在学年末评估学业成绩。
37 所瑞士学校的 1208 名 3 年级中学生（M=13.55 岁，SD=0.60）填写了一份纸质问卷，内容包括屏幕时间（涵盖看电视、玩视频游戏、上网、使用智能手机和社交媒体）、多任务处理、睡眠时间和中高强度身体活动时间。为了评估学业成绩，合作教育管理部门提供了意大利语、数学、科学、历史、地理、音乐和视觉艺术等科目的期末成绩。
调整性别、社会经济地位、体重指数和压力性生活事件等协变量后，对嵌套在学校中的参与者进行多变量线性混合效应模型分析，结果显示，达到屏幕时间（B=0.12，β=0.105，P<0.001）和 MVPA（B=0.09，β=0.09，P=0.001）的推荐标准与较高的学业成绩相关，但睡眠时长（B=0.05，P=0.087）与学业成绩无显著关联。考虑到达到的推荐标准数量，达到全部三项推荐标准可使学业成绩提高最多（B=0.24，β=0.21，P<0.001），其次是达到屏幕时间+MVPA（B=0.20，β=0.15，P<0.001）和屏幕时间+睡眠（B=0.21，β=0.13，P<0.001）的推荐标准。在完全调整后的模型中，同时使用两种或以上媒体进行多任务处理与较差的学业成绩相关。
屏幕时间（包括多任务处理）、睡眠和 MVPA 均对青少年的学业成绩有影响；因此，政府组织和学校应提高青少年及其家长对遵守或不遵守青少年 MVPA、睡眠和屏幕时间推荐标准的积极和消极影响的认识。此外，应提供支持以促进充足的睡眠和 MVPA，同时限制整体屏幕时间和并行设备使用。
