Universidade Estadual de Londrina, Londrina, PR, Brazil.
Universidade de São Paulo, São Paulo, SP, Brazil.
Rev Paul Pediatr. 2022 May 6;40:e2021106. doi: 10.1590/1984-0462/2022/40/2021106IN. eCollection 2022.
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.
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.
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.
The pattern of sedentary time is associated with academic performance in adolescents and this association is mediated by self-concept, especially in girls.
分析久坐时间模式（时间片段和休息）与学习成绩之间的关联，重点强调自我概念的中介作用。
本横断面研究的参与者为来自巴西帕拉纳州隆德里纳市六年级的 394 名青少年（208 名女孩），年龄为 10-14 岁。通过加速度计测量久坐时间模式。定义：久坐时间片段——久坐行为的不间断时间段；休息——两个久坐时间片段之间的非久坐时间段。自我概念使用皮尔斯-哈里斯第二量表评估。学习成绩通过学校成绩获得。
男孩中，短时间久坐时间片段与较高的学习成绩相关（1-4 分钟：β=0.035，p=0.007），女孩中也呈此趋势（1-4 分钟：β=0.031，p=0.014；5-14 分钟：β=0.054，p=0.001）。长时间久坐时间片段（30 分钟）与男孩（β=-0.023；p=0.011）和女孩（β=-0.032；p<0.001）的较低学习成绩相关。对于女孩，所有久坐时间模式与学习成绩之间的关联都通过总体和智力自我概念来介导（1-4 分钟的时间片段[总体：39%和智力：42.8%]；5-14 分钟的时间片段[总体：21.5%和智力：35.4%]；≥30 分钟的时间片段[总体：22.6%和智力：32.3%]；以及休息时间片段[总体：38.9%和智力：40.7%]）。对于男孩，仅总体（56.4%）和智力（82.9%）自我概念介导了 5-14 分钟时间片段与学习成绩之间的关联。
久坐时间模式与青少年的学习成绩相关，这种关联由自我概念介导，特别是在女孩中。
