de Lima Mayra Nascimento Matias, Oliveira Gledson Tavares Amorim, Araújo Andressa de Oliveira, Pereira Lucas Camilo, Cevada Thais, E Silva Nayra Suze Souza, Oliveira Ricardo Santos, Silva Rosângela Ramos Veloso, Cureau Felipe Vogt, Elsangedy Hassan Mohamed
Graduate Program in Physical Education, Federal University of Rio Grande do Norte, Natal, RN, Brazil.
Graduate Program in Health Sciences, Federal University of Rio Grande do Norte, Natal, RN, Brazil.
Work. 2025 Mar;80(3):1110-1121. doi: 10.1177/10519815241289661. Epub 2024 Dec 4.
The literature has demonstrated that teachers were susceptible to psychological issues such as anxiety, depression, and stress during the COVID-19 pandemic. However, there is a need to explore the underlying factors contributing to these psychological burdens. To investigate the independent and joint association of physical inactivity and excessive screen time with self-perceived health, quality of life, anxiety, and sadness among teachers working from home during the COVID-19 pandemic. This online cross-sectional study was conducted with 14,979 teachers from public schools in Minas Gerais, Brazil. Physical activity, TV viewing time, and computer/tablet use were self-reported. Health outcomes were assessed using a Likert scale. Adjusted logistic regression models examined the associations. Approximately 80% of the teachers were physically inactive (<150 min/week), while 10% and 80% spent more than 5 h/day watching TV and using a computer/tablet, respectively. Physical inactivity was associated with poor health, low quality of life, sadness, and anxiety. Excessive screen time was associated with low quality of life, sadness, and anxiety. Longer TV viewing time was associated with an increased frequency of sadness and anxiety. Interaction effects between physical inactivity and excessive screen time heightened the likelihood of adverse outcomes. Physical inactivity and excessive screen time independently contributed to the investigated health outcomes. The combination of physical inactivity and prolonged screen time increased the risk of poor self-perceived health among teachers during the pandemic.
文献表明，在新冠疫情期间，教师易出现焦虑、抑郁和压力等心理问题。然而，有必要探究导致这些心理负担的潜在因素。为调查在新冠疫情期间居家工作的教师中，缺乏身体活动和过长屏幕使用时间与自我感知健康、生活质量、焦虑和悲伤之间的独立关联及联合关联。这项在线横断面研究对巴西米纳斯吉拉斯州公立学校的14979名教师进行。身体活动、看电视时间以及电脑/平板电脑使用情况均通过自我报告获取。使用李克特量表评估健康结果。采用调整后的逻辑回归模型检验各关联。约80%的教师缺乏身体活动（每周<150分钟），而分别有10%和80%的教师每天看电视和使用电脑/平板电脑的时间超过5小时。缺乏身体活动与健康状况不佳、生活质量低下、悲伤和焦虑相关。过长屏幕使用时间与生活质量低下、悲伤和焦虑相关。看电视时间越长，悲伤和焦虑的频率越高。缺乏身体活动和过长屏幕使用时间之间的交互作用增加了不良后果的可能性。缺乏身体活动和过长屏幕使用时间分别导致了所调查的健康结果。在疫情期间，缺乏身体活动和长时间屏幕使用相结合增加了教师自我感知健康不佳的风险。
