Wang Zisu, Li Kai, Guo Shuangshuang, Wen Xili, He Ziyi, Cai Yujun
School of Physical Education, Shanghai University of Sport, Shanghai, People's Republic of China.
Physical education Group, High school Attached to Shanghai Normal University Minhang Campus, Shanghai, People's Republic of China.
Psychol Res Behav Manag. 2023 Oct 16;16:4155-4168. doi: 10.2147/PRBM.S427214. eCollection 2023.
The purpose of this study was to examine the relationships between academic engagement and moderate-to-vigorous physical activity (MVPA), muscle-strengthening exercise (MSE) and sedentary behavior (SB) among adolescents, so as to provide evidence from the perspective of exercising for students to learn efficiently, teachers to improve classroom teaching, and schools to improve educational quality.
A questionnaire survey was conducted in 12 junior high schools in Shanghai, China, which were selected by a multi-stage stratified cluster sampling method. Then, with the valid data of 2078 students collected from the survey. A data analysis was performed using SPSS Statistics 26.0. Multiple linear regression models were adopted to analyze the factors affecting adolescent academic engagement and to determine whether MVPA, MSE, and SB play roles in it.
(1) The differences in academic engagement depended on the exercise adherence to the recommended amount of MVPA, MSE, and screen-based SB. (2) In terms of the three independent variables of total time, MSE ( = 0.206) and MVPA ( = 0.175) showed a significant positive correlation with academic engagement, while SB ( = -0.155) was negatively correlated with academic engagement. (3) From the linear regression model of eight combination groups divided by the exercise adherence to the recommended amount of MVPA, MSE and SB, the group that met none of the recommendations ( = -0.235) showed a significant negative effect on academic engagement, while the groups that met any two or all three of the recommendations demonstrated strong positive correlations with academic engagement ( < 0.001).
Increasing adolescents' muscle-strengthening exercise and moderate-to-vigorous physical activity and reducing sedentary behavior can effectively promote academic engagement. Therefore, adolescents are suggested to reach the recommended amounts of physical activity, muscle-strengthening exercise, and sedentary behavior so as to improve academic engagement more effectively.
本研究旨在探讨青少年的学业投入与中等到剧烈身体活动（MVPA）、肌肉强化运动（MSE）和久坐行为（SB）之间的关系，以便从运动的角度为学生高效学习、教师改进课堂教学以及学校提高教育质量提供证据。
在中国上海的12所初中采用多阶段分层整群抽样法进行问卷调查。然后，从调查中收集了2078名学生的有效数据。使用SPSS Statistics 26.0进行数据分析。采用多元线性回归模型分析影响青少年学业投入的因素，并确定MVPA、MSE和SB是否在其中发挥作用。
（1）学业投入的差异取决于对推荐量的MVPA、MSE和基于屏幕的SB的运动依从性。（2）在总时间的三个自变量方面，MSE（=0.206）和MVPA（=0.175）与学业投入呈显著正相关，而SB（=-0.155）与学业投入呈负相关。（3）从按MVPA、MSE和SB的推荐量的运动依从性划分的八个组合组的线性回归模型来看，未达到任何一项推荐的组（=-0.235）对学业投入有显著负面影响，而达到两项或三项推荐的组与学业投入呈强正相关（<0.001）。
增加青少年的肌肉强化运动和中等到剧烈身体活动并减少久坐行为可有效促进学业投入。因此，建议青少年达到身体活动、肌肉强化运动和久坐行为的推荐量，以便更有效地提高学业投入。
